Executive function and magnitude skills in preschool children.
Executive function and magnitude skills in preschool children.
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幼儿园儿童的执行功能和大小技能。
DOI：
10.1016/j.jecp.2016.01.002
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发表时间：
2016-07
影响因子：
2.6
通讯作者：
Carlson SM
中科院分区：
文献类型：
--
作者：
Prager EO;Sera MD;Carlson SM
执行功能（EF）已被强调为数学理解的一个潜在的重要因素。这种关系在学龄儿童中已经很好地建立起来，但在更小的年龄却很少探索。本研究旨在探讨学龄前儿童执行功能与数学成绩的关系。参与者是142名典型的3岁和4岁儿童。控制语言能力，EF和一般数学能力之间存在显着的正相关。重要的是，我们进一步研究了这种关系的因果关系，通过改变EF负载的幅度比较任务。结果表明，3岁儿童在EF负荷最大时的大小比较任务表现最差。相反，4岁的孩子表现良好的数量级任务，尽管不同的EF要求，这表明EF可能发挥了关键作用的数学概念的发展。
Executive Function (EF) has been highlighted as a potentially important factor for mathematical understanding. The relation has been well established in school-aged children but has been less explored at younger ages. The current study investigated the relation between EF and mathematics in preschool aged children. Participants were 142 typically developing 3- and 4-year-olds. Controlling for verbal ability, a significant positive correlation was found between EF and general math abilities in this age group. Importantly, we further examined this relation causally by varying the EF load on a magnitude comparison task. Results suggested a developmental pattern wherein 3-year-olds’ performance on the magnitude comparison task was worst when EF was taxed the most. Conversely, 4-year-olds performed well on the magnitude task despite varying EF demands, suggesting that EF might play a critical role in the development of math concepts.