The development of episodic future thinking in middle childhood
The development of episodic future thinking in middle childhood
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DOI：
10.1007/s10339-017-0842-5
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发表时间：
2018-02-01
影响因子：
1.7
通讯作者：
Marini, A.
中科院分区：
文献类型：
--
作者：
Ferretti, F.;Chiera, A.;Marini, A.
想象未来事件的能力（情景未来思维- eft）出现在学龄前儿童，并在儿童中期和青春期进一步提高。在本研究中，我们关注影响EFT及其发展的可能认知因素。我们评估了135名6至11岁儿童的心理预测能力，通过一个具有最小叙事要求的任务（改编自Atance和Meltzoff的绘本之旅任务，在cogdev 20(3):341-361）。Doi:10.1016/j.cogdev.2005.05.001, 2005)，以避免潜在的语言影响儿童的表现。结果表明，这项任务可以用来评估至少到8岁的EFT发展。此外，EFT得分与语音短期和言语工作记忆的测量结果相关。这些结果支持认知因素如工作记忆在EFT中起关键作用的可能性。
The ability to imagine future events (episodic future thinking-EFT) emerges in preschoolers and further improves during middle childhood and adolescence. In the present study, we focused on the possible cognitive factors that affect EFT and its development. We assessed the ability to mentally project forward in time of a large cohort of 135 6- to 11-year-old children through a task with minimal narrative demands (the Picture Book Trip task adapted from Atance and Meltzoff in Cogn Dev 20(3):341-361. doi:10.1016/j.cogdev.2005.05.001, 2005) in order to avoid potential linguistic effects on children's performance. The results showed that this task can be used to assess the development of EFT at least until the age of 8. Furthermore, EFT scores correlated with measures of phonological short-term and verbal working memory. These results support the possibility that cognitive factors such as working memory play a key role in EFT.