Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children
Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children
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DOI：
10.1080/09297049.2015.1120860
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发表时间：
2017-01-01
影响因子：
2.2
通讯作者：
Yoshida, Hanako
中科院分区：
文献类型：
--
作者：
Gerst, Elyssa H.;Cirino, Paul T.;Yoshida, Hanako
两种测量方法（认知与行为评级）的执行功能（EF）的相互关系进行了检查，并与阅读理解和数学计算的四年级和五年级学生（n = 93）在不同的城市学生群体的背景下。四个EF过程（工作记忆，规划，抑制和转移）的措施之间的关系是温和的，学者的关系更强。即使在相关协变量（年龄，语言和教育计划）的背景下，EF措施也有助于学术成果。工作记忆对于不同测量类型的阅读理解尤为重要。所有EF过程的认知测量，特别是抑制和计划，以及工作记忆的行为评级对数学很重要。
Interrelations of two measurement methods (cognitive versus behavioral ratings) for executive function (EF) were examined and related to reading comprehension and math calculations in fourth and fifth grade students (n = 93) in the context of a diverse urban student population. Relations among measures within four EF processes (working memory, planning, inhibition and shifting) were modest; relations to academics were stronger. EF measures contributed to both academic outcomes even in the context of relevant covariates (age, language and educational program). Working memory was particularly important for reading comprehension across measurement type. Cognitive measures from all EF processes, particularly inhibition and planning, and behavioral ratings of working memory were important for math.