Contribution of Executive Functions to Learning Sequential Actions in Young Children
Contribution of Executive Functions to Learning Sequential Actions in Young Children
复制标题
执行功能对幼儿学习顺序动作的贡献
DOI：
10.1111/cdev.13489
复制
发表时间：
2020
影响因子：
4.6
通讯作者：
Saito Satoru
中科院分区：
文献类型：
--
作者：
Yanaoka Kaichi;Saito Satoru
本研究探讨了执行功能是否影响儿童在执行重复顺序动作时对任务情境的灵活表征。实验1（N= 52; 3-6岁）和实验2（N= 50，4-6岁）中的日本儿童重复执行顺序动作;一组接受提醒。实验1表明，提醒促进灵活的变化，在上下文表征。实验2观察到这种影响，在年幼的儿童，并显示执行功能与任务的灵活性表示的背景。提醒并没有完全弥补执行功能的作用，但消除了个体差异的执行功能，有助于儿童的收购惯例。因此，在情境依赖的行动之前设定目标是必要的，但还不足以调节惯例中的情境表征。
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N= 52; 3–6 years) and 2 (N= 50, 4–6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible changes in contextual representations. Experiment 2 observed such effects in younger children and showed executive functions were associated with the flexible representation of task context. Reminders did not perfectly compensate for the role of executive functions but wiped out individual differences in executive functions that contribute to children’s acquisition of routines. Therefore, setting goals before context‐dependent actions is necessary, but not sufficient, to modulate contextual representations in routines.