学前儿童抑制控制的发展、作用及促进研究

发布时间：2017-12-28 00:28

本文关键词：学前儿童抑制控制的发展、作用及促进研究　出处：《东北师范大学》2017年博士论文　论文类型：学位论文

【摘要】：抑制控制是指个体通过控制自己的注意、行为、想法和情绪来抵制强烈内在反应惯性或外在诱惑的心理过程,在儿童认知发展和社会适应中起重要作用。学前阶段是抑制控制发展的重要时期,探明抑制控制的发展趋势、作用及训练措施有助于确定教育训练的最佳期限,对于优化儿童脑机能有重要意义。从发展趋势上看,当前关于学前阶段的抑制控制发展研究中所采用的测试任务相对简单。可能由于天花板效应,较高年龄组儿童的抑制控制未能表现出持续发展,据此推断出的抑制控制发展趋势容易低估学前末期儿童抑制控制的发展速度。从影响作用上看,有研究发现学前儿童的抑制控制能够显著预测数学计算、语音意识、词汇知识等多方面的学业技能,并且对数学技能的预测作用要强于工作记忆和认知灵活性这两种执行功能成分,但也有研究发现了工作记忆的更强预测作用。这可能会受到测试任务的典型程度和复杂程度、被试年龄以及被试群体所处的文化环境等因素的影响。此外,当前该领域的研究多为横断研究,未能控制早期学业技能的影响,并未区分不同复杂程度抑制控制的不同预测作用,也缺乏对言语技能独立预测作用的测查。从干预训练上看,现有的抑制控制训练仍存在以下几点有待改进的地方:一是缺乏需要抑制控制与其他执行功能成分协同参与的综合性训练任务,二是缺乏适应性难度梯度,三是未充分发挥游戏环境、幼儿参与动机等保障训练顺利实施的辅助条件的作用,四是少量研究中尝试过的重视小组合作、增强元认知、提供即时反馈等创新性的改进需要得到进一步的发展和检验。本论文将测查学前阶段不同复杂程度抑制控制的发展趋势及其对早期学业技能的影响,考察改进后的团体行为游戏训练方案的效果,共包含三项研究。研究一的目的是采用不同复杂程度的抑制控制任务考察学前阶段抑制控制的发展趋势,包含两个子研究。研究一A是对3~6岁儿童进行了间隔9个月的两次追踪测试,是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:T1,T2)×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;研究一B是对3~5岁儿童进行了间隔9个月和间隔15个月的三次追踪测试,是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)×3(测试时间:T1,T2,T3)×2(年龄分组3.00~3.99岁组、4.00~4.99岁组)的三因素混合设计。其中,年龄分组均为组间变量,测试任务和测试时间均为组内变量。结果发现:(1)对学前儿童来说,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)学前阶段不同复杂程度抑制控制的发展趋势不同,较简单抑制控制(无嵌套规则的白天黑夜任务)在3~6岁期间发展速度先快后慢,在学前阶段末期的发展趋势不明显;较复杂抑制控制(有嵌套规则的白天黑夜任务)在3~6岁期间持续快速发展,在学前阶段末期的发展速度有所下降但发展趋势仍然明显。上述研究结果有两点启示,一是关于抑制控制发展趋势的研究需要考虑任务的难度水平,通过率太高的任务可能导致对年龄较大儿童抑制控制增长速度的低估;二是在抑制控制对学业技能的预测研究中,需要考虑测试任务的难度水平,难度过低会导致区分度不足进而导致对抑制控制预测力的低估。研究二的目的是考察学前儿童的不同复杂程度抑制控制对后期言语理解和数学认知的预测作用,并通过与工作记忆、认知灵活性的预测作用的比较,检验抑制控制的较强预测作用。研究二A是在控制年龄和工作记忆水平后,验证学前儿童抑制控制对9个月和15个月后的言语理解和数学认知的长期预测作用,结果发现较复杂抑制控制能够显著预测9个月后的言语理解、数量与数量关系、数学认知总分以及15个月后的数量与数量关系,较简单抑制控制仅能显著预测15个月后的数学认知总分。研究二B是在控制年龄和早期学业技能后,分析比较抑制控制、工作记忆和认知灵活性对6个月后言语理解或数学认知的预测作用,结果发现:较复杂抑制控制能够显著预测6个月后的言语理解、数量与数量关系、数学认知总分,较简单抑制控制仅能显著预测6个月后的形状与空间关系,但工作记忆和认知灵活性对后期言语理解和数学认知的独立预测作用不显著。综上所述,可以得出以下结论:(1)不同于工作记忆和认知灵活性,学前儿童的抑制控制能够显著预测后期言语理解和数学认知,即使在控制年龄、早期学业技能后这一预测作用仍然显著;(2)较复杂抑制控制对后期言语理解和数学认知的预测作用要强于较简单抑制控制。研究三的目的是在总结梳理抑制控制训练作用要素的基础上,从任务综合性、难度自适应、即时反馈、增强元认知、游戏意义化、小组合作等方面改进抑制控制训练方案并检验其训练效果。本研究采用“前后测+对照组”的实验设计,对24名4~5岁儿童进行了为期5周每周3次每次30分钟的团体行为游戏训练,其中后测包括训练结束后的即时后测和训练结束3个月后的延迟后测。结果发现:(1)团体行为游戏训练能够明显改善即时后测中的抑制控制、工作记忆和认知灵活性,也能明显改善延迟后测中的抑制控制、工作记忆、言语理解和数学认知,但对认知灵活性的训练效果未能持续到训练结束3个月后;(2)具体到抑制控制的测试任务,团体行为游戏训练未能明显改善4~5岁儿童在无嵌套规则白天黑夜任务上的表现,但能够明显改善他们在有嵌套规则白天黑夜任务、手指-拳头任务和停止信号任务中的表现。这表明改进后的抑制控制团体行为游戏训练具有良好的训练效果。综上所述,不同复杂程度的抑制控制在学前阶段的发展趋势不同,对学业技能的预测作用不同,通过训练的提升幅度也不同,未来研究中有必要结合研究需要慎重选择测试任务,以免诱发错误结论。学前阶段抑制控制快速发展,对早期学业技能有重要的预测作用,并且能够通过游戏训练得以提高。在学前阶段开展抑制控制训练将有助于学前儿童未来积极的学校和社会适应。
[Abstract]:Inhibition control refers to the psychological process that individuals resist strong internal reaction inertia or external temptation by controlling their attention, behavior, thoughts and emotions, and play an important role in children's cognitive development and social adjustment. Preschool stage is an important period to control the development of control. It is helpful to ascertain the best time of education and training, and it is of great significance to optimize children's brain function. From the trend of development, the current research on the development of control and control of the pre-school stage is relatively simple. Due to the ceiling effect, the inhibitory control of children in the higher age group failed to show sustained development. Based on this conclusion, the development trend of inhibitory control is easy to underestimate the development speed of inhibition control in preschool children. From the point of influence, studies have found that inhibition of preschool children's control can significantly predict mathematical calculation, phonological awareness and vocabulary knowledge in many aspects such as academic skills, and predict stronger mathematical skills in working memory and cognitive flexibility of the two components of executive function, but it has also been found that working memory is stronger forecast. This may be influenced by the degree and complexity of the test task, the age of the trial, and the cultural environment in which the test group is located. In addition, the current researches in this field are mostly cross-sectional studies, which fail to control the influence of early academic skills, and do not distinguish the different prediction effects of different complexity control, and also lack of the independent prediction of speech skills. From the training point of view, the existing control training still exist in the following areas for improvement: one is the lack of need to inhibit participation in collaboration with other component of executive function comprehensive training mission control, the two is the lack of adaptability of difficulty gradient, three is not fully played the game environment, children's participation motivation to ensure the smooth implementation of the training auxiliary conditions, four is tried in a few studies pay attention to team cooperation, enhance the metacognition and provide immediate feedback to improve the innovation needs further development and testing. This paper will examine the trend of development and its impact on early academic skills in different stages of preschool stage, and investigate the effect of improved group behavior game training program, which includes three studies. The purpose of this study is to investigate the development trend of pre school inhibition control by using different complexity control tasks, including two sub studies. A study of A of children aged 3~6 years were two follow-up test interval of 9 months, 2 (test task: no nested rules of day and night, day and night have nested rules task) * 2 (test time: T1, T2) * 4 (age: 3.00~3.75 years old group, 3.76~4.50 years group 4.51~5.25, age group, 5.26~6.00 age group) three factor mixed design; B is a research on 3~5 years old children were at an interval of 9 months and 15 months apart the three follow-up test, 2 (test task: no nested rules of day and night, day and night of nesting rules (tasks) * 3 test time: T1, T2, T3) * 2 (age 3.00~3.99 years group, 4.00~4.99 years group) three factor mixed design. Among them, age groups were inter group variables, and both test and test time were intra group variables. The results are as follows: (1) for preschool children, the level of difficulty of daytime and night tasks with nested rules is significantly higher than that without nested rules in the daytime and night task. (2) the different development trends of preschool stage with different degrees of complexity control, simple control (no nested regular day and night missions) during the 3~6 development speed from fast to slow in the development trend of preschool stage is not obvious; the complex inhibitory control (nesting rules of the day and night missions) sustained and rapid the development in the period 3~6 years, the pace of development in preschool stage decreased but the trend is still evident. The research results have two implications, one is about the research on the development trend of the inhibitory control need to consider the level of difficulty of the task, the rate is too high, the task may lead to underestimate the older children's inhibitory control the growth rate of two; in the suppression of predictive control to research academic skills, need to consider the task difficulty level, difficulty too low will lead to lack of discrimination and lead to underestimation of the predictive power of inhibitory control. The purpose of research two is to investigate the predictive role of preschool children's different complexity inhibition control on later speech comprehension and mathematical cognition, and to test the strong predictive role of inhibitory control through comparing with the prediction effect of working memory and cognitive flexibility. Study on two A after controlling for age and working memory level after verification of preschool children's inhibitory control and long-term prediction effect on speech comprehension and mathematical cognition of 9 months and 15 months after the results showed that complex inhibitory control can significantly predict after 9 months of verbal comprehension, relationship between quantity and number of mathematical cognitive scores and after 15 months and the number of the relationship between the number of simple control only can significantly predict the score of mathematical cognition after 15 months. Study on two B after controlling for age and early academic skills, analysis and comparison of inhibitory control, working memory and cognitive flexibility in 6 months after the speech understanding or mathematical cognitive predictors, results showed that complex inhibitory control can significantly predict the understanding, 6 months after the number of words and the relationship between the number of mathematical cognitive scores a simple control, only can significantly predict the shape and spatial relations after 6 months, but independent predictors of working memory and cognitive flexibility on post verbal understanding and mathematical cognition is not significant. To sum up, we can draw the following conclusions: (1) different from working memory and cognitive flexibility, inhibition control of preschool children can significantly predict later speech comprehension and mathematical cognition, even though
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：B844.1

【参考文献】