学前儿童抑制控制的发展趋势及其对言语理解和数学认知的预测作用

发布时间：2018-03-29 03:21

本文选题：幼儿　切入点：抑制控制　出处：《心理科学》2017年02期

【摘要】：以长春市某幼儿园的122名3~6岁幼儿为被试,采用2(测试任务:无嵌套规则白天黑夜任务,有嵌套规则的白天黑夜任务)×2(测试时间:间隔9个月的第一次测试和第二次测试)×4(年龄分组:3.00~3.75岁组,3.76~4.50岁组,4.51~5.25岁组,5.26~6.00岁组)的三因素混合设计,来分析不同复杂程度的抑制控制在学前阶段的发展趋势,并在控制幼儿年龄和工作记忆水平后,分析不同复杂程度抑制控制对言语理解和数学认知的独立预测作用。结果发现:(1)对3~6岁儿童来说,有嵌套规则的白天黑夜任务的难度水平要显著高于无嵌套规则的白天黑夜任务;(2)较简单的抑制控制(无嵌套规则的白天黑夜任务)在学前阶段的发展速度先快后慢,但较复杂的抑制控制(有嵌套规则的白天黑夜任务)在3~6岁期间持续快速发展;(3)独立于年龄和工作记忆,较复杂的抑制控制能够显著预测幼儿的数学认知和言语理解,但较简单的抑制控制对言语理解和数学认知的预测作用不显著。根据上述结果,在描述学前儿童抑制控制发展趋势时要注意任务难度的设定,而且难度适当的抑制控制任务成绩更能预测幼儿的言语理解和数学认知。
[Abstract]:122 children aged 3 to 6 years old from a kindergarten in Changchun City were tested with 2 (test task: day and night task without nested rules). A 3-factor mixed design of 脳 2 (test time: the first test and the second test at intervals of 9 months) 脳 4 (age group: 3.00 + 3.75 years old) 4.51and 5.25 years old group (5.266.00 years old). To analyze the developmental trends of different degrees of inhibition and control in pre-school, and after controlling the age and working memory level of young children, The independent predictive effects of suppression control on speech comprehension and mathematical cognition were analyzed. The results showed that: 1) for children aged 3 to 6, The difficulty level of day and night tasks with nested rules is significantly higher than that of day and night tasks without nested rules. But the more complex inhibition control (day and night task with nested rules) developed rapidly and continuously during the age of 3 years old. It was independent of age and working memory. The more complex inhibition control could significantly predict the mathematical cognition and speech comprehension of young children. However, simple inhibition control has no significant predictive effect on speech comprehension and mathematical cognition. According to the above results, we should pay attention to the setting of task difficulty in describing the developmental trend of preschool children's inhibition control. Moreover, the achievement of control task with proper difficulty can predict the children's speech comprehension and mathematics cognition.
【作者单位】：东北师范大学心理学院;
【基金】：教育部人文社会科学重点研究基地2011年度重大项目“农村学前教育发展的生态化研究”(11JJD880008)的资助
【分类号】：B844.1

【参考文献】