The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families.
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families.
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DOI：
10.1037/a0016738
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发表时间：
2010-02-01
影响因子：
4.9
通讯作者：
Nelson, Keith E.
中科院分区：
文献类型：
--
作者：
Welsh, Janet A.;Nix, Robert L.;Blair, Clancy;Bierman, Karen L.;Nelson, Keith E.
本研究考察了在学前一年中一般领域认知过程（工作记忆和注意力控制）的发展与特定领域技能（早期读写和算术能力）的发展之间的关联，以及它们对幼儿园阅读和数学成绩的相对贡献。对164名“启智计划”儿童（44%为非裔美国人或拉丁裔；57%为女性）进行了纵向跟踪。路径分析显示，工作记忆和注意力控制可预测学前一年早期读写和算术技能的发展，而且，这些一般领域认知技能的发展在控制特定领域技能发展的情况下，对幼儿园数学和阅读成绩的预测有独特贡献。这些研究结果拓展了强调工作记忆和注意力控制对学业学习重要性的研究，证明了在入学前的幼儿期的影响。我们讨论了这些研究结果对学前教育项目的影响，特别是那些旨在缩小与社会经济劣势相关的入学准备差距的项目。
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage.
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