Taking your own path: Individual differences in executive function and language processing skills in child learners.
Taking your own path: Individual differences in executive function and language processing skills in child learners.
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DOI：
10.1016/j.jecp.2015.08.005
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发表时间：
2016-01
影响因子：
2.6
通讯作者：
Trueswell JC
中科院分区：
文献类型：
--
作者：
Woodard K;Pozzan L;Trueswell JC
从在线和离线的句子理解测量结果可以看出，五到六岁的儿童在修改最初的解释承诺时表现出选择性困难。不过，不同的孩子从误解中恢复的能力以及在这些能力上变得像成年人一样的年龄可能有所不同。为了更好地理解支持句子处理和修改的认知功能，本研究研究了儿童解释暂时模糊句子的能力的个体差异如何与其他语言和领域一般认知能力的个体差异相关。孩子们接受了为期两天的一系列执行功能、工作记忆和语言理解任务的测试。然后，使用这些任务的表现来预测在线和离线测量儿童纠正暂时模糊句子的最初误解的能力。我们发现衡量儿童认知灵活性的两项指标与他们解决歧义的能力有关。这些结果为这一假设提供了一致的证据，即修改最初解释性承诺的能力受到领域一般执行功能（EF）能力的支持，而这种能力在儿童中变化很大，而且尚未完全发展。
Children as old as five to six years of age display selective difficulties revising initial interpretive commitments, as indicated by both online and offline measures of sentence comprehension. It is likely though that individual children differ in how well they can recover from misinterpretations and at the age they become adult-like in these abilities. To better understand the cognitive functions that support sentence processing and revision, the present work investigates how individual differences in children’s ability to interpret temporarily ambiguous sentences relate to individual differences in other linguistic and domain-general cognitive abilities. Children were tested over two days on a battery of executive function, working memory, and language comprehension tasks. Performance on these tasks was then used to predict online and offline measures of children’s ability to revise initial misinterpretations of temporarily ambiguous sentences. We found two measures of children’s cognitive flexibility to be related to their ambiguity resolution abilities. These results provide converging evidence for the hypothesis that the ability to revise initial interpretative commitments is supported by domain-general executive function (EF) abilities, which are highly variable and not fully developed in children.