Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment
Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment
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DOI：
10.1080/09297040701756917
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发表时间：
2008-01-01
影响因子：
2.2
通讯作者：
Morrison, Frederick J.
中科院分区：
文献类型：
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作者：
Burrage, Marie S.;Ponitz, Claire Cameron;Morrison, Frederick J.
我们采用截止值设计来检验年龄和受教育程度对执行功能的影响。具体地说，我们观察了出生在4个月内的幼儿园前和幼儿园学生在1个学年期间工作记忆和反应抑制的发展情况。从年初到年底，所有儿童的执行功能和单词解码任务都有所改善。此外，我们还发现，工作记忆和单词解码任务存在幼儿园前和幼儿园教育效应(p.05)，反应抑制任务存在趋势性幼儿园教育效应(p.10)。
We employed a cutoff design in order to examine age- and schooling-related effects on executive functions. Specifically, we looked at development of working memory and response inhibition over the period of 1 school year in prekindergarten and kindergarten students born within 4 months of each other. All children improved on executive function and word-decoding tasks from the beginning to the end of the year. Additionally, we found prekindergarten- and kindergarten-schooling effects for the working memory and word-decoding tasks (p .05), and a trend-level prekindergarten-schooling effect for the response inhibition task (p .10).