儿童执行功能对数学能力的预测模型  

Model of Executive Functioning As Predictor of Children's Mathematical Ability

作　　者：文萍[1] 张莉[1] 李红[1] 刘莉湘君[2] 张雪怡[2] 

机构地区：[1]西南大学心理学院重庆市基础心理学重点实验室,重庆北碚400715 [2]广西师范大学教育科学院

出　　处：《心理发展与教育》2007年第3期13-18,共6页Psychological Development and Education

基　　金：国家自然科学基金项目(30370488);中科院重要方向项目(KSCX2-SW-221);西南师范大学国家级重点学科重大项目(西国重04019)资助

摘　　要：使用数点数广度任务(C-span)、Stroop任务、威斯康星卡片分类任务(WCST)测查儿童的执行功能,用《小学儿童数学能力测查量表》(一年级)、《韦克斯勒儿童智力测量》分别测查儿童的数学能力和智力,对64名小学一年级儿童的执行功能(抑制、转换、刷新)和数学能力的关系进行了研究,相关分析和回归分析发现,数学能力与执行功能任务测量都有显著相关,抑制、转换和刷新都分别对数学能力存在显著回归效应;在此基础上,建立了执行功能及其对儿童数学能力的预测模型。结果表明,抑制控制、转换和刷新都能对数学能力产生直接影响,但抑制控制还通过转换和刷新对数学能力产生间接影响。说明儿童数学能力的认知差异,主要在于抑制控制能力的差异,而抑制控制的差异又导致转换和刷新能力表现的差异。This research examined the relationship between executive functions and mathematical ability in first grade students （n = 64）. Measures involved Wisconsin Card Sorting Task （WCST）, Stroop task, and Counting span, The results showed mathematical ability was significantly correlated with all measures of executive functioning. Regression analyses revealed that each executive function measure predicted unique variance in mathematics ability. Furthermore, path analysis showed inhibition not only influenced mathematical ability directly, also influenced mathematical ability through shifting and updating. It is proposed that the difference of mathematical ability between children is the difference of inhibition, which results in difference of switching and updating for dealing with a particular task.

关 键 词：执行功能 数学能力 抑制控制 转换 刷新 

分 类 号：B844.1[哲学宗教—发展与教育心理学]