Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory
Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory
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DOI：
10.1207/s15326942dn1903_3
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发表时间：
2001-01-01
影响因子：
1.5
通讯作者：
Scerif, G
中科院分区：
文献类型：
--
作者：
Bull, R;Scerif, G
儿童的数学技能是结合执行功能来考量的。通过使用多种测量方法——包括威斯康星卡片分类任务（WCST）、双任务表现、斯特鲁普任务以及计数广度任务——发现数学能力与除双任务表现之外的所有执行功能测量指标都显著相关。此外，回归分析表明，每种执行功能测量指标都能预测数学能力中独特的方差。这些结果是依据具有多种功能的中央执行系统（夏利斯和伯吉斯，1996）以及来自宫下等人（2000）的最新证据（该证据显示了执行功能之间的统一性和多样性）来进行讨论的。研究提出，数学能力较低的儿童所面临的特殊困难在于缺乏抑制能力和工作记忆较差，这导致在转换以及评估处理特定任务的新策略方面出现问题。文中讨论了这些结果的实践和理论意义，同时还提出了任务变更和纵向研究的建议，这些将有助于阐明与执行功能相关的理论和发展问题。
Children's mathematical skills were considered in relation to executive functions. Using multiple measures-including the Wisconsin Card Sorting Task (WCST), dual-task performance, Stroop task, and counting span-it was found that mathematical ability was significantly correlated with all measures of executive functioning, with the exception of dual-task performance. Furthermore, regression analyses revealed that each executive function measure predicted unique variance in mathematics ability. These results are discussed in terms of a central executive with diverse functions (Shallice & Burgess, 1996) and with recent evidence from Miyake, et al. (2000) showing the unity and diversity among executive functions. It is proposed that the particular difficulties for children of lower mathematical ability are lack of inhibition and poor working memory, which result in problems with switching and evaluation of new strategies for dealing with a particular task. The practical and theoretical implications of these results are discussed, along with suggestions for task changes and longitudinal studies that would clarify theoretical and developmental issues related to executive functioning.