Measuring the development, of executive control with the Shape School
Measuring the development, of executive control with the Shape School
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DOI：
10.1037/1040-3590.18.4.373
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发表时间：
2006-12-01
影响因子：
3.6
通讯作者：
Stroup, Walter
中科院分区：
文献类型：
--
作者：
Espy, Kimberly Andrews;Bull, Rebecca;Stroup, Walter
虽然一些神经发育和精神疾病可能出现在学龄前阶段，有相对较少的工具来评估执行控制。形学派的有效性证据（K. A. Espy，1997）在219名典型发育的幼儿中进行了检查。有很好的证据的有效性，形状学校的表现变量是相互关联的，并与其他标准的措施被认为是衡量方面的执行控制。也表明有效性，形状学校变量变化的功能是否任务要求（a）是执行，（B）需要抑制的优势反应或上下文控制的选择之间的相关刺激反应集，（c）包括单一或并发处理。形状学校可能是一个有效的工具，通过它来衡量执行控制的幼儿谁具有非典型的发展模式。
Although several neurodevelopmental and psychiatric disorders can emerge during the preschool period, there are comparatively few instruments to assess executive control. Evidence for validity of the Shape School (K. A. Espy, 1997) was examined in a sample of 219 typically developing young children. There was good evidence for validity, as Shape School performance variables were interrelated and were associated to other criterion measures considered to measure aspects of executive control. Also suggesting validity, the Shape School variables varied as a function of whether the task demands (a) were executive, (b) required inhibition of a prepotent response or context-controlled selection among relevant stimulus-response sets, and (c) included unitary or concurrent processing. The Shape School may be an effective tool by which to measure executive control in young children who have atypical developmental patterns.