Less is more - Executive function and symbolic representation in preschool children
Less is more - Executive function and symbolic representation in preschool children
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DOI：
10.1111/j.1467-9280.2005.01583.x
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发表时间：
2005-08-01
影响因子：
8.2
通讯作者：
Leach, JG
中科院分区：
文献类型：
--
作者：
Carlson, SM;Davis, AC;Leach, JG
执行功能被认为是儿童认知和社会发展的重要组成部分。在两项研究中，一种用于黑猩猩研究的执行功能测量方法被用于学龄前儿童。在这项名为“少即是多”的任务中，孩子们必须指向一个较小的奖励（两个糖果）才能得到一个较大的奖励（五个糖果）。在研究1（N= 101）中，表现与年龄（3 vs. 4），语言能力和执行功能的既定措施显着相关。在研究2（N= 128）中，在这个任务中，符号表征代替了真实的糖果。三岁奥尔兹的表现作为象征性距离的函数显著提高。这项研究对符号系统在思想和行动的执行控制发展中的作用具有启示意义。
Executive function is recognized as a critical component of children's cognitive and social development. In two studies, a measure of executive function that had been used in research with chimpanzees was adapted for preschoolers. On this task, called Less Is More, children must point to a smaller reward (two candies) to receive a larger reward (five candies). In Study 1 (N= 101), performance was significantly related to age (3 vs. 4), verbal ability, and established measures of executive function. In Study 2 (N= 128), symbolic representations substituted for real candies in this task. Three-year-olds' performance improved significantly as a function of symbolic distancing. This research has implications for the role of symbol systems in the development of executive control over thought and action.