Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten
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DOI：
10.1111/j.1467-8624.2007.01019.x
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发表时间：
2007-03-01
影响因子：
4.6
通讯作者：
Peters Razza, Rachel
中科院分区：
文献类型：
--
作者：
Blair, Clancy;Peters Razza, Rachel
本研究调查了141名来自低收入家庭的3至5岁儿童的自我调节在学业能力发展中的作用。学龄前儿童执行功能的努力控制、错误信念理解、抑制控制和注意转移方面的测量与幼儿园数学和读写能力的测量相关。结果表明，儿童自我调节的各个方面解释了独立于一般智力的学业成绩的独特差异，执行功能的抑制控制方面与早期数学和阅读能力都有显著的相关性。研究结果表明，旨在提高自我调节技能和提高早期学术能力的课程可能是帮助孩子在学校取得成功的最有效方法。
This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.