本文選題：幼兒　切入點：抑制控制　出處：《心理科學》2017年02期

【摘要】：以長春市某幼兒園的122名3~6歲幼兒為被試,采用2(測試任務:無嵌套規(guī)則白天黑夜任務,有嵌套規(guī)則的白天黑夜任務)×2(測試時間:間隔9個月的第一次測試和第二次測試)×4(年齡分組:3.00~3.75歲組,3.76~4.50歲組,4.51~5.25歲組,5.26~6.00歲組)的三因素混合設計,來分析不同復雜程度的抑制控制在學前階段的發(fā)展趨勢,并在控制幼兒年齡和工作記憶水平后,分析不同復雜程度抑制控制對言語理解和數學認知的獨立預測作用。結果發(fā)現:(1)對3~6歲兒童來說,有嵌套規(guī)則的白天黑夜任務的難度水平要顯著高于無嵌套規(guī)則的白天黑夜任務;(2)較簡單的抑制控制(無嵌套規(guī)則的白天黑夜任務)在學前階段的發(fā)展速度先快后慢,但較復雜的抑制控制(有嵌套規(guī)則的白天黑夜任務)在3~6歲期間持續(xù)快速發(fā)展;(3)獨立于年齡和工作記憶,較復雜的抑制控制能夠顯著預測幼兒的數學認知和言語理解,但較簡單的抑制控制對言語理解和數學認知的預測作用不顯著。根據上述結果,在描述學前兒童抑制控制發(fā)展趨勢時要注意任務難度的設定,而且難度適當的抑制控制任務成績更能預測幼兒的言語理解和數學認知。
[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.
【作者單位】： 東北師范大學心理學院;
【基金】：教育部人文社會科學重點研究基地2011年度重大項目“農村學前教育發(fā)展的生態(tài)化研究”(11JJD880008)的資助
【分類號】：B844.1

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本文編號：1679326