Developmental Links Between Children's Working Memory and their Social Relations with Teachers and Peers in the Early School Years
Developmental Links Between Children's Working Memory and their Social Relations with Teachers and Peers in the Early School Years
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DOI：
10.1007/s10802-015-0053-4
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发表时间：
2016-01-01
影响因子：
3.6
通讯作者：
van Lier, Pol A. C.
中科院分区：
文献类型：
--
作者：
de Wilde, Amber;Koot, Hans M.;van Lier, Pol A. C.
这项研究评估了幼儿园和小学早期两年的儿童工作记忆发展与他们与老师和同龄人的关系之间的发展联系。对幼儿园和一年级儿童 N = 1109 名（其中 50% 是男孩）进行了为期 2 个学年的跟踪调查。儿童在第一学年的秋季和春季（学年内）分三轮进行评估，最后在第二学年的春季进行评估。使用视觉空间工作记忆任务评估工作记忆。使用自回归交叉滞后模型评估工作记忆与儿童报告的师生关系质量（温暖和冲突）以及同伴提名的喜爱度和友善度之间的发展联系。工作记忆得分较低与一学年后师生冲突的增加和师生温暖的减少有关，此外还与同一学年内同龄人的好感度下降有关。相反，在整个研究期间，师生冲突与工作记忆的发展呈负相关。男孩和女孩的工作记忆和社会关系因素之间的路径估计相似。研究结果表明工作记忆和社会关系因素之间存在发展联系，反之亦然。这些结果表明，可以通过小学早期儿童与老师的亲社会关系来促进儿童工作记忆的发展。
This study assessed the developmental links between children's working memory development and their relations with teachers and peers across 2 years of kindergarten and early elementary school. Kindergarten and first grade children, N = 1109, 50 % boys, were followed across 2 school-years. Children were assessed across 3 waves, in the fall and spring of the first school-year (within school-year), and finally in the spring of the second school-year. Working memory was assessed using a visuo-spatial working memory task. The developmental links between working memory and child-reported teacher-child relationship quality (warmth and conflict) and peer-nominated likeability and friendedness were assessed using autoregressive cross-lagged models. Lower working memory scores were related to increases in teacher-child conflict and decreases in teacher-child warmth one school-year later, in addition to decreases in likeability by peers within the same school-year. Conversely, teacher-child conflict was negatively associated with the development of working memory across the studied period. Path estimates between working memory and social relational factors were similar for boys and girls. Findings show developmental links between working memory and social-relational factors and vice versa. These results suggest that children's working memory development can be fostered through pro-social relations with teachers in early elementary school children.