儿童执行功能研究及其对幼儿教育的启示

执行功能作为一种高级认知加工过程,是当前发展心理学研究的热点。文章对国内外有关儿童执行功能发展的文献进行梳理,介绍了执行功能的含义与结构、儿童执行功能的发展阶段并系统总结儿童执行功能的研究成果,旨在加深对学前儿童执行功能本质的理解,并探讨执行功能发展对学前儿童教育理论和实践的启示与价值。     

4～7岁儿童冷、热执行功能的发展及其与气质、家庭环境的关系

本研究采用实验法与问卷法,考察154名4～7岁儿童冷、热执行功能的发展情况及其与气质和家庭环境的关系,结果表明:儿童冷、热执行功能的发展存在显著的年龄差异,整体发展趋势是随着年龄的增长而逐渐增强;5岁是儿童冷、热执行功能发展的敏感期;儿童冷、热执行功能无显著的性别差异;儿童冷、热执行功能与气质、家庭环境之间存在着密切的关系;儿童的年龄、气质的专注性和家庭环境的成功性能够显著预测儿童冷执行功能的发展,儿童的年龄、气质的专注性和情绪性、家庭环境的成功性和矛盾性能够显著预测儿童热执行功能的发展.     

双语儿童的脑执行功能研究述评

有关双语儿童执行功能近年逐渐成为研究热点。本文研究综述近二十年来双语儿童执行功能相关研究的成果,探讨双语对儿童脑执行功能发展的价值意义;从儿童年龄、第二语言熟练程度和社会文化生态因素等角度,分析总结双语对儿童执行功能发展的影响因素;特别关注双语儿童脑执行功能加工运行的神经机制阐释。在此基础上分析研究趋势并对双语教育实践提出了相关建议。     

自闭症儿童早期集中行为干预研究综述

目前,西方关于自闭症儿童早期集中行为干预（EIBI）的研究方兴未艾。越来越多的研究证实早期集中行为干预是自闭症儿童积极有效的干预范式,能有效提升自闭症儿童的认知水平、语言能力以及适应性功能。文章回顾了自闭症儿童早期集中行为干预的涵义、缘起与发展,阐述了其实践运用和效果研究,并对未来的实践与研究进行了展望。     

5～6岁儿童执行功能与数学概念发展水平的关系北大核心CSSCI

本研究选取196名5~6岁儿童为研究对象,采用测验法考察其执行功能的抑制控制、工作记忆、认知灵活性三个核心成分与数、量、形、空间及时间5个方面数学概念之间的关系,结果发现5~6岁儿童执行功能发展水平与其数学概念水平之间呈极显著正相关;抑制控制与数、量、形、空间、时间概念都存在正相关;工作记忆与数、空间概念存在正相关;认知灵活性与数、量、空间、时间存在正相关;工作记忆与各数学概念发展水平之间的关系不同于抑制控制和认知灵活性,可能与问题情境和形式有关。教师及家长应重视学前儿童执行功能的培养,关注执行功能水平低的儿童,积极开发能够促进儿童执行功能发展的游戏活动。     

捉迷藏游戏:促进儿童心理理论和执行功能提升的重要途径

有关儿童心理理论和执行功能的发展及其相互关系的研究是近年来儿童社会性发展研究的热门话题。本文结合具体的捉迷藏游戏案例,对其中儿童的心理理论和执行功能进行了深入分析。教师和家长可以借助捉迷藏游戏,从完整表达游戏的规则和想法、灵活运用游戏策略、运用丰富的情绪表达等方面入手,促进儿童心理理论和执行功能的发展。     

儿童认知和情绪执行功能的发展

执行功能可以分为两种类型:认知执行功能和情绪/动机执行功能,这两种类型的执行功能依赖于相对不同的前额叶区域。国内外关于儿童执行功能的发展研究具有跨文化一致性。未来的研究应该结合认知神经科学以明确儿童执行功能发展的脑神经机制,并采用纵向研究以验证执行功能的发展趋势。     

发展性计算障碍儿童数字认知的执行功能特征

执行功能是指个体有意识地控制自己的思想和行动的心理过程,其水平高低对人的计划、决策和自我觉察与认知等方面的发展有很大影响。为深入了解发展性计算障碍儿童数字认知中执行功能的发展状况,寻求儿童执行功能水平提升的途径与方法,文章作者以长沙市某普通小学的21名发展性计算障碍儿童和20名正常儿童为对象,以阿拉伯数字和汉语数字为刺激材料,对儿童在数字奇偶判断任务中的执行功能水平进行考察,发现不论是反应速度还是反应的正确性,正常儿童的成绩均明显好于发展性计算障碍儿童,反映出执行功能存在的问题已直接影响这些发展性计算障碍儿童对数学知识的理解与掌握。文章指出开展与发展性计算障碍儿童执行功能相关的活动训练,能有效提高他们的执行功能水平。     

建立儿童学习的脑科学交管系统——脑执行功能理论对学前儿童发展与教育的启示

本研究聚焦国际儿童发展和脑功能研究的最新发现:儿童学习的脑功能交管系统,即脑执行功能理论,以及这一理论对学前儿童发展与教育的启示。综述大量来自国外权威研究机构的最新成果,本文集中讨论儿童学习与发展的脑功能交管系统的定义,解释早期发展经验如何促进儿童脑执行功能能力的发展,强调创建适合儿童脑执行功能发展的教育环境和预防毒性压力的重要性。在此基础上,研究者针对我国学前教育的现实状况,提出了有益的建议。     

父母的教养行为影响儿童执行功能的发展

执行功能(Executive Function)指个体对思想和行动进行有意识控制的心理过程,是一系列的高级认知过程。以往研究发现,执行功能与儿童的学业成就,特别是数学和阅读能力关系密切。儿童早期是执行功能发展的重要时期,而这一时期父母的教养行为会对执行功能的发展产生显著影响。     

学前儿童执行功能的研究进展

文章从学前儿童执行功能的内涵、测评工具及影响因素等方面综述学前儿童执行功能的研究进展,分析并提出相应的有效策略与建议,为进一步研究学前儿童执行功能提出研究方向。     

Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent-Report, and Psychophysiology

RESEARCH FINDINGS: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parental-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate and brain electrical activity) measures of executive functions from a group of preschool-aged children. After children finished kindergarten, approximately 2 years later, parents were asked to complete an assessment of children's executive function skills. A regression analysis revealed that pre-kindergarten behavioral, parental-reported, and psychophysiological measures accounted for variance in post-kindergarten executive functions. Specifically, working memory task performance, temperament-based inhibitory control, and working memory-related changes in brain electrical activity accounted for unique variance in post-kindergarten executive functions. These data provide a unique contribution to the executive function literature: No other study has examined whether behavioral, psychophysiological, and parental-reported executive function measures can account for unique variance in future executive function. PRACTICE OR POLICY: These findings are discussed in relation to children's transition to school and executive function training programs.     

"I got some swords and you're dead!": violent fantasy, antisocial behavior, friendship, and moral sensibility in young children

Relations between an early interest in violent fantasy and children's social understanding, antisocial and emotional behavior, and interactions with friends were investigated in 40 "hard-to-manage" preschoolers and 40 control children matched for gender, age, and school and ethnic background. Children were filmed alone in a room with a friend, and tested on a battery of cognitive tests, including false-belief, executive function, and emotion understanding tasks. Teachers reported on their friendship quality. At age 6 years, the children's understanding of the emotional consequences of antisocial and prosocial actions was studied. The hard-to-manage group showed higher rates of violent fantasy; across both groups combined, violent fantasy was related to poor executive control and language ability, frequent antisocial behavior, displays of anger and refusal to help a friend, poor communication and coordination of play, more conflict with a friend, and less empathic moral sensibility 2 years later. The usefulness of a focus on the content of children's pretend play-in particular, violent fantasy-as a window on children's preoccupations is considered.     

What measures of program quality tell us about the importance of executive function: implications for teacher education and preparation

In recent years, increased attention has been given to executive function and its relationship to the overall learning and development of young children. Because of this, it is essential that educators have the skills needed to effectively facilitate the development of executive function throughout early childhood. The focus of the current paper is to provide early childhood practitioners, teacher educators, and researchers with (1) background information about executive function, and (2) findings from a recent large-scale study that provide preliminary information about specific aspects of the learning environment that may support executive function development. In addition, a discussion surrounding implications for practice, particularly related to supporting pre- and in-service teachers as they acquire the skills needed to effectively support young children’s development of executive function skills, is provided. Finally, potential avenues of future research that focus on understanding the role of the learning environment on executive function development are outlined.     

自闭症儿童装扮游戏能力的研究进展

20世纪80年代以来,国内外的学者在自闭症儿童的装扮游戏能力的研究方面取得 了很多有价值的成果.在分析了最新的研究成果之后,本文得出结论:装扮游戏能力缺陷 是自闭症儿童特有的障碍之一;心理表征及元表征缺陷、执行功能缺陷在一定程度上解释 了造成自闭症儿童装扮游戏困难的原因.此外,本文还介绍了针对自闭症儿童在装扮游戏 方面的评估以及干预措施.     

论执行功能中认知灵活性与教育的契合

一、执行功能的含义及结构(一)执行功能的含义执行功能是指个体的许多认知加工过程的协同操作。即在实现某一特定目标时,个体所使用的灵活而优化的认知和神经机制。研究执行功能就是要探讨不同的认知过程是如何参与并相互协调的。因为执行功能在个体能力的发展和对环境适应的协     

CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism

Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.     

Training Theory of Mind and Executive Control: A Tool for Improving School Achievement?

ABSTRACT— In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children's competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children's success in school. This article reviews several successful training studies in preschool children showing that these two school-related competencies can be trained. We also discuss methodological factors that may be important for the effectiveness of training programs. Finally, the review outlines implications of brain research for such training interventions.     

Mobile innovations, executive functions, and educational developments in conflict zones: a case study from Palestine

Prior research suggests that exposure to conflict can negatively impact the development of executive functioning, which in turn can affect academic performance. Recognizing the need to better understand the potentially widespread executive function deficiencies among Palestinian students and to help develop educational resources targeted to youth in conflict-affected areas, we utilize mobile devices to assess correlates of executive functions among Palestinian youth from varied socioeconomic backgrounds. We developed and examined two types of executive functioning tasks with a sample of 185 Palestinian youth, aged 6–16. Our findings confirm that students in schools that are more exposed to the effects of the political conflict have lower levels of executive functioning. We also found that the advantages of being in an urban environment are strong predictors of performance on executive function exercises, but that a high exposure-risk to political violence negatively detracts from planning-related executive functioning. Lastly, we found that living in urban environment is positively correlated with better mental planning performance (i.e., planning before taking actions) whereas being in a private school is a stronger predictor of mental flexibility (i.e., dynamically adapting to changing rules of the game). We also suggest a few strategies for future research.