Does executive function matter for preschoolers' problem behaviors?
Does executive function matter for preschoolers' problem behaviors?
复制标题
DOI：
10.1007/s10802-007-9107-6
复制
发表时间：
2008-01-01
影响因子：
3.6
通讯作者：
Ensor, Rosie
中科院分区：
文献类型：
--
作者：
Hughes, Claire;Ensor, Rosie
早期问题行为与多种认知缺陷有关：语言能力、执行功能（EF）和心理理论（ToM）。先前针对不同年龄组的研究得出了截然不同的结果：对于2岁儿童，ToM技能显得尤为突出（Hughes & Ensor, 2006），但对于4岁儿童，EF似乎更为重要（Hughes, White, sharp, & Dunn, 2000）。为了检验认知缺陷相对显著性的这种明显的发育变化，我们从Hughes和Ensor（2006）的样本中跟踪了122名3岁和4岁的儿童。在每个时间点包括ToM、EF和语言能力测试，多信息、多测量、多设置评分提供了问题行为的综合测量。语言表达能力与问题行为存在非特异性关联，而英语表达能力与问题行为存在强而特异性关联。此外，3岁英语在2岁语言能力和4岁问题行为之间起中介作用。
Early problem behaviors are associated with a variety of cognitive deficits: in verbal ability, executive function (EF) and theory of mind (ToM). Previous studies with different age-groups yield contrasting results: for 2-year-olds, ToM skills appear particularly salient (Hughes & Ensor, 2006), but for 4-year-olds EF appears more important (Hughes, White, Sharpen, & Dunn, 2000). To examine this apparent developmental change in the relative salience of cognitive deficits we followed 122 children from Hughes and Ensor's (2006) sample at ages 3 and 4. Tests of ToM, EF and verbal ability were included at each time-point and multi-informant, multi-measure, multi-setting ratings provided aggregate measures of problem behaviors. ToM and verbal ability showed non-specific associations with problem behaviors, but associations between EF and problem behaviors were strong and specific. In addition, age-3 EF mediated relations between age-2 verbal ability and age-4 problem behaviors.