同伴参与条件下3～5岁儿童执行功能的研究  

Research on Executive Function of Children Aged 3～5 Years Under the Circumstance of Peer Participation

作　　者：余习德[1] 严苏凤[2] 

机构地区：[1]深圳大学心理学系,广东深圳518060 [2]渭南师范学院教育科学学院,陕西渭南714000

出　　处：《保健医学研究与实践》2013年第1期42-45,共4页Health Medicine Research and Practice

摘　　要：目的进一步证实和测量学前儿童的执行功能,为学前教育的课程设置模式和教育内容提供理论依据。方法采用修订的"少即是多"的任务对138名学前儿童样本进行测试,并对结果进行统计分析。结果在自我游戏、分裂游戏、敌对游戏中,年龄间的差异有统计学意义(p<0.05)。对错误信念任务,3岁、4岁、5岁儿童在任务一中的通过率分别为13.0%、27.0%、80.0%,在任务二中分别为22.6%、34.5%、86.7%。多重比较分析显示,3岁儿童和4岁儿童的差异、3岁儿童和5岁儿童的差异有统计学意义(p<0.05),4岁儿童与5岁儿童的差异无统计学意义(p>0.05)。结论 4岁是学前儿童执行功能发展的关键期,幼儿教师和家长应把握这一规律,合理设置游戏,促进儿童执行功能的健康发展。Objective To further confirm and measure the executive function of pre school children so as to pro vide theoretical basis for setting curriculum modes and contents in pre-school education. Method A sample of 138 pre-school children was examined using the revised ＂less-can be-more＂ task and the results were statisti cally analyzed. Results Differences in self game, split game and opposition game among children of different ages were statistically significant （p〈0.05）; passing rate for children aged 3,4, and 5 years in task one were 13.0%, 27.0%, 80.0% respectively, and that in task two were 22.6%, 34.5%, 86.7% respectively. Multi pie comparison analysis showed that differences between children aged 3 and 4 years and those between chil dren aged 3 and 5 years were statistically significant （p〈0.05）, while differences between children aged 4 and 5 years had no statistical significance （p〉0.05）. Conclusion At age of 4 is a critical period for pre-school children to develop their executive function. So teachers and parents of pre-school children should grasp this law and design games in a reasonable way so as to promote health development of executive function for children.

关 键 词：执行功能 学前儿童 玩伴 促进效应 

分 类 号：B844.1[哲学宗教—发展与教育心理学]