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Supporting cognitive and academic development in children at risk: Metacognitive executive function training in children from low socioeconomic backgrounds

支持高危儿童的认知和学业发展：低社会经济背景儿童的元认知执行功能培训

基本信息

批准号：
278397628
负责人：
Professorin Dr. Julia Karbach
金额：
--
依托单位：
Arbeitseinheit Entwicklungspsychologie und Pädagogische Psychologie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2021-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/278397628?language=en
关键词：
Supporting cognitive academic development children

项目摘要

Executive function (EF), the ability to regulate thoughts and actions, develops rapidly during childhood, supporting increasingly complex and adaptive behaviors. Emerging EF promotes greater autonomy and life success. Lower EF in children raised in low socioeconomic environments is a major risk factor for developmental delay, academic failure, and criminality. Extant training interventions, which have focused on basic EF processes and task-specific strategies, have yielded promising EF gains but only mixed and inconsistent transfer to cognitive and academic abilities. We propose to move beyond these limitations by innovatively targeting meta-cognitive reflection on and coordination of basic EF processes (meta-EF). Meta-EF training encourages not only more but also, and foremost, better and more adaptive EF engagement. We investigate basic-EF and meta-EF training programs in children from low socioeconomic backgrounds, with an emphasis on transfer to academic abilities. Children are recruited in three countries (Germany, UK, Japan) to ensure greater generalizability. We focus on two age groups (4-6 vs. 8-10 years) to examine whether EF training is most effective and economically strategic earlier in development. Building on our complementary expertise in EF development and training, this work will generate concrete educational instruments and contribute to acting against ever-increasing socioeconomic disparities by improving children's opportunities for educational equality.

执行功能（EF）是调节思想和行为的能力，在儿童时期迅速发展，支持日益复杂和适应性的行为。新兴的英孚教育促进了更大的自主权和人生成功。在低社会经济环境中长大的儿童，低EF是发育迟缓、学业失败和犯罪的主要风险因素。现有的培训干预措施侧重于基本的英语学习过程和特定任务策略，虽然取得了良好的英语学习效果，但对认知和学术能力的影响却参差不齐。我们建议通过创新地针对基本EF过程的元认知反思和协调（元EF）来突破这些限制。元EF培训不仅鼓励更多的EF参与，而且最重要的是，鼓励更好和更具适应性的EF参与。我们调查了来自低社会经济背景的儿童的基础英语和元英语培训计划，重点是向学术能力的转移。在三个国家（德国、英国、日本）招募儿童，以确保更大的普遍性。我们关注两个年龄组（4-6岁vs. 8-10岁），以检验EF培训是否在早期发展中最有效、最经济。基于我们在英孚教育发展和培训方面的互补专业知识，这项工作将产生具体的教育工具，并通过改善儿童教育平等的机会，为应对日益扩大的社会经济差距做出贡献。