Creativity lost - The importance of testing higher-level executive functions in school-age children and adolescents
Creativity lost - The importance of testing higher-level executive functions in school-age children and adolescents
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DOI：
10.1177/0734282906292403
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发表时间：
2007-03-01
影响因子：
1.7
通讯作者：
Kramer, Joel
中科院分区：
文献类型：
--
作者：
Delis, Dean C.;Lansing, Amy;Kramer, Joel
在学校环境中，学生通常通过小组成就测试、智商量表和大学入学考试来评估，这些考试更侧重于死记硬背的语言技能（如词汇、数学事实），而不是更高层次的执行功能（如抽象思维、解决问题）。然而，最近的神经心理学研究结果表明，死记硬背技能和执行功能是不同的认知领域，在患有额叶病变的成人和患有神经发育障碍的儿童中都可以分离。从470名儿童和青少年中获得的新的相关发现为这些认知领域的不同性质提供了额外的支持，并且存在一些学生群体，他们在抽象、创造性思维方面表现出优势，而在死记硬背技能方面表现出相对劣势，反之亦然。研究结果表明，目前的学校评估做法可能会给那些在抽象、创造性思维方面有优势，但在死记硬背技能方面相对较弱的学生造成学业障碍，这可能会阻碍他们参加大学入学考试的能力。
In school settings, students are typically evaluated using group achievement tests, IQ scales, and college entrance exams that focus more on rote-verbal skills (e.g., vocabulary, mathematical facts) than on higher level executive functions (e.g., abstract thinking, problem solving). However, recent neuropsychological findings suggest that rote-knowledge skills and executive functions are divergent cognitive domains that can be dissociated in both adults with frontal lesions and children with neurodevelopmental disorders. New correlational findings obtained from 470 children and adolescents provide additional support for the divergent nature of these cognitive domains and the existence of subgroups of students who exhibit either strengths in abstract, creative thinking with relative weaknesses in rote-verbal skills or vice versa. The results suggest that current school assessment practices may result in academic roadblocks for those students who have strengths in abstract, creative thinking but whose relative weaknesses in rote-verbal skills may hinder their ability to take college entrance exams.