The developmental stability of inhibition from 2 to 5 years
The developmental stability of inhibition from 2 to 5 years
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2~5年抑制发育稳定性
DOI：
10.1111/bjdp.12197
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发表时间：
2017
影响因子：
2.3
通讯作者：
Sodian
中科院分区：
文献类型：
--
作者：
Sodian
执行功能或认知自我调节控制过程对于儿童成功驾驭其学术和社会环境的能力至关重要。在这项研究中，我们专注于一个关键的执行功能技能，即抑制控制的发展。在一项纵向研究中，我们对96名24、30、36、50和60个月大的儿童进行了测试，并采用与年龄相适应的抑制措施。我们发现了抑制能力的发展稳定性的证据。抑制控制在30个月的年龄是密切相关的抑制控制在60个月的年龄，即使当口头智商partialled out.Statement的贡献什么是已经知道这个问题？先前的研究表明，执行功能在儿童的学业和社会发展中起着关键作用。然而，关于执行功能个体差异稳定性的证据，特别是在学龄前儿童中，是稀疏和矛盾的。本研究的目的是探讨一个特定的执行功能，即抑制控制，在一个相对较长的时间，从24至60个月的年龄的稳定性。最重要的发现是30个月时的反向分类与60个月时的Simon Says之间存在强相关性（r= 0.56）。我们认为，这进一步突出了早期EF干预的重要性，由于可能的“涟漪效应”。
Executive functions or cognitive self‐regulatory control processes are critical for children's ability to successfully navigate their academic and social environment. In this study, we focused on the development of one critical executive function skill, that of inhibitory control. In a longitudinal study, we tested 96 children at 24, 30, 36, 50, and 60 months of age with age‐appropriate measures of inhibition. We found evidence for the developmental stability of inhibitory abilities. Inhibitory control at 30 months of age was strongly related to inhibitory control at 60 months of age even when verbal IQ was partialled out.Statement of contributionWhat is already known on this subject?Prior research has shown that executive functions play a key role in children's academic as well as social development. However, evidence on the stability of individual differences in executive functions, especially in preschool children, is sparse and contradictory.What the present study adds?The present work was designed to investigate the stability of one particular executive function, namely inhibitory control, over a relatively large period of time, from 24 to 60 months of age. The most important finding is a robust correlation between Reverse Categorization at 30 months and Simon Says at 60 months (r=.56). We argue that this further highlights the importance of early EF interventions due to a possible ‘ripple effect’.
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使用验证性因素分析进行量表开发和验证。
DOI：
--
发表时间：
1989
期刊：
影响因子：
--
作者：
C. Hertzog
通讯作者：
C. Hertzog
自我调节的不同方面如何预测成功适应学校？
影响因子：
2.6
作者：
Regula Neuenschwander;Marianne Röthlisberger;Patrizia Cimeli;Claudia M. Roebers
通讯作者：
Claudia M. Roebers
影响因子：
4
作者：
Wiebe, Sandra A.;Espy, Kimberly Andrews;Charak, David
通讯作者：
Charak, David
DOI：
10.1111/j.1749-6632.1990.tb48913.x
发表时间：
1990-12-31
影响因子：
5.2
作者：
DIAMOND, A
通讯作者：
DIAMOND, A
影响因子：
4
作者：
G. Kochanska;K. T. Murray;Elena Harlan
通讯作者：
G. Kochanska;K. T. Murray;Elena Harlan