Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement
Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement
复制标题
DOI：
10.1111/j.1467-7687.2011.01068.x
复制
发表时间：
2011-09-01
影响因子：
3.7
通讯作者：
Jankowski, Jeffery J.
中科院分区：
文献类型：
--
作者：
Rose, Susan A.;Feldman, Judith F.;Jankowski, Jeffery J.
这项研究发现了青春期前早产儿的执行功能缺陷，并模拟了它们在解释早产/足月阅读和数学差异中的作用，以及处理速度。PreTerms(1750g)显示，在11年的一系列任务中，利用三宅一生确定的三项基本执行功能--更新/工作记忆、抑制和转移--存在缺陷。验证性因素分析表明，这些执行功能虽然相关，但彼此不同，处理速度也不同，这后来被证明是执行功能之间相互关联的主要原因。在最适合的结构方程模型中，早熟对成就的负面影响完全由三个执行功能和速度在一系列影响中起中介作用：早熟--处理速度较慢--执行功能(工作记忆)较差--数学和阅读成绩较差。
This study identified deficits in executive functioning in pre-adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full-term differences in reading and mathematics. Preterms (< 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake - updating/working memory, inhibition, and shifting. Confirmatory factor analysis showed that these executive functions, though correlated, were distinct from one another and from processing speed, which later proved to account for much of the intercorrelation among executive functions. In the best-fitting structural equation model, the negative effects of prematurity on achievement were completely mediated by the three executive functions and speed in a cascade of effects: prematurity -> slower processing speed -> poorer executive functioning (working memory) -> lower achievement in math and reading.