大班幼儿模式认知能力与执行功能的关系研究

发布时间：2018-01-06 14:11

本文关键词：大班幼儿模式认知能力与执行功能的关系研究　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究以国内外数学模式认知能力与执行功能的关系的相关研究为基础,对大班幼儿数学模式认知能力与执行功能水平展开测查,并且以此为依据筛选出数学模式认知能力和执行功能均落后的个别幼儿,然后根据干预-反应理论、游戏理论等设计个性化的执行功能干预方案,对能力落后儿童实施执行功能干预,最后考察干预对幼儿执行功能和模式认知能力的影响,从而进一步证明执行功能与模式认知能力之间的关系。本研究分为两个子研究,研究一的研究对象为上海120名大班儿童(其中男孩58名,女孩62名,平均月龄69),采用改编模式认知能力测查工具和执行功能测查工具考察大班幼儿模式认知能力和执行功能水平,并采用相关分析和回归分析的方法探究数学模式认知能力与执行功能之间的关系。在研究二中,根据研究一的测查结果筛选出的模式认知能力和执行功能均落后的两名幼儿作为干预对象,采用个别游戏干预的方式对个案儿童实施每周3次,历时6周的执行功能干预。干预结束后对幼儿进行模式认知能力和执行功能的后测,以便考察干预效果。另外为了更深入地描述执行功能的干预过程,采用个案研究法描述和分析干预过程和效果。研究发现:1.大班幼儿的模式认知能力接近于正态分布,模式总分在性别上存在显著差异,女生明显优于男生。对于模式任务难度而言,模式复制是最低级的模式认知能力,模式填充次之,而模式的转换和比较对大班幼儿来说最难。大班幼儿的执行功能得分接近于正态分布,执行功能总分具有年龄主效。2.儿童的数学模式认知能力与执行功能总分之间存在着显著相关关系,不同类型模式得分与执行功能的各个子成分之间均存在显著相关,幼儿的抑制控制和工作记忆水平对大班儿童模式认知能力有预测作用。3.针对执行功能各个子成分的游戏干预能够提高幼儿的工作记忆,执行功能的训练对幼儿模式认知能力具有一定的迁移作用。这一结果提示执行功能干预游戏或许能够为幼儿数学模式认知能力的培养提供一条有效的途径。4.个体的家庭环境、父母教养方式与个性、学习兴趣、学习品质等非认知因素对干预的效果有着重要影响,同时它们与幼儿的执行功能等基本认知能力相互交织,共同影响着幼儿的数学能力发展。
[Abstract]:Based on the research on the relationship between mathematical model cognitive ability and executive function at home and abroad, this study investigated the cognitive ability of mathematical model and the level of executive function of large class children. And based on this selected mathematical model cognitive ability and executive function of the individual children behind, and then according to the intervention-response theory, game theory and other personalized executive function intervention program. Finally, the effect of intervention on executive function and model cognitive ability of children with ability retardation was investigated. This study is divided into two sub-studies. One of the subjects of the study is 120 large class children in Shanghai (58 boys and 62 girls). The average age was 69 months. The cognitive ability and executive function of the children in large class were investigated with the adapted cognitive ability test tool and the executive function test tool. And using correlation analysis and regression analysis to explore the relationship between mathematical model cognitive ability and executive function. According to the results of the first study, two children with model cognitive ability and poor executive function were selected as intervention objects, and the individual game intervention was carried out three times a week. 6 weeks of executive function intervention. After the intervention, the model cognitive ability and executive function of young children were tested in order to investigate the effect of intervention. In addition, the intervention process of executive function was described more deeply. Case study was used to describe and analyze the intervention process and effect. The study found that the model cognitive ability of large class children was close to normal distribution, and the total score of model had significant difference in gender. 2. For the difficulty of pattern task, pattern replication is the lowest cognitive ability of pattern, followed by pattern filling. The transformation and comparison of the model is the most difficult for the children in large class. The score of the executive function of the children in the large class is close to the normal distribution. The total score of executive function has the main effect of age. 2. There is a significant correlation between children's cognitive ability of mathematical model and the total score of executive function. There was a significant correlation between the scores of different types of patterns and each subcomponent of the executive function. The inhibition control and working memory level of children can predict the cognitive ability of large class children. 3. The game intervention aimed at each sub-component of executive function can improve the working memory of children. The training of executive function has a certain transfer effect on the cognitive ability of infant model, which suggests that the executive function intervention game may provide an effective way to cultivate the cognitive ability of mathematical model. 4. An individual's family environment. Parental rearing style and personality, learning interest, learning quality and other non-cognitive factors have an important impact on the effect of intervention, at the same time, they are intertwined with children's basic cognitive ability such as executive function. It affects the development of children's mathematics ability together.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.4

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