Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
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DOI：
10.1037/0012-1649.43.4.947
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发表时间：
2007-07-01
影响因子：
4
通讯作者：
Morrison, Frederick J.
中科院分区：
文献类型：
--
作者：
McClelland, Megan M.;Cameron, Claire E.;Morrison, Frederick J.
本研究探讨学龄前儿童（N = 310）的行为调节和新兴识字，词汇和数学技能之间的预测关系。行为调节是使用一种称为从头到脚任务的直接测量方法进行评估的，该方法利用抑制控制，注意力和工作记忆，并要求儿童执行与口头指示相反的操作。分层线性模型（HLM），因为孩子们被嵌套在54间教室在2个地理位置。结果表明，行为调节显著和积极预测秋季和春季的识字，词汇和数学技能的伍德科克约翰逊成绩测试（所有ps
This study investigated predictive relations between preschoolers' (N = 310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps