Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent Report, and Psychophysiology
Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent Report, and Psychophysiology
复制标题
DOI：
10.1080/10409289.2011.611441
复制
发表时间：
2012-01-01
影响因子：
2.9
通讯作者：
Bell, Martha Ann
中科院分区：
文献类型：
--
作者：
Cuevas, Kimberly;Hubble, Morgan;Bell, Martha Ann
研究结果：本研究检验了儿童入园前的执行功能是否可以预测入园后执行功能的变化。我们从一组学龄前儿童中获得了执行功能的行为（工作记忆任务表现）、家长报告（基于气质的抑制控制）和心理生理学（与工作记忆相关的心率和脑电活动变化）测量。孩子上完幼儿园后，大约两年后，家长被要求完成对孩子执行功能技能的评估。回归分析显示，幼儿园前的行为、家长报告和心理生理测量可以解释幼儿园后执行功能的差异。具体来说，工作记忆任务表现、基于气质的抑制控制以及与工作记忆相关的脑电活动变化导致了幼儿园后执行功能的独特差异。这些数据为执行功能文献提供了独特的贡献：没有其他研究检验行为、心理生理和父母报告的执行功能测量是否可以解释未来执行功能的独特差异。实践或政策：这些发现与儿童过渡到学校和执行功能培训计划有关。
Research Findings: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parent-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate and brain electrical activity) measures of executive functions from a group of preschool-age children. After children finished kindergarten, approximately 2 years later, parents were asked to complete an assessment of children's executive function skills. A regression analysis revealed that pre-kindergarten behavioral, parent-reported, and psychophysiological measures accounted for variance in post-kindergarten executive functions. Specifically, working memory task performance, temperament-based inhibitory control, and working memory-related changes in brain electrical activity accounted for unique variance in post-kindergarten executive functions. These data provide a unique contribution to the executive function literature: No other study has examined whether behavioral, psychophysiological, and parent-reported executive function measures can account for unique variance in future executive function. Practice or Policy: These findings are discussed in relation to children's transition to school and executive function training programs.