5～6岁不同数学能力水平儿童的执行功能差异研究  

Executive Function in 5～6 Years Old Children with Different Mathematical Ability

作　　者：田丽丽[1] 周欣[1] 康丹[1] 徐晶晶[1] 李正清[1] 

机构地区：[1]华东师范大学学前教育系,上海200062

出　　处：《心理发展与教育》2016年第1期9-16,共8页Psychological Development and Education

基　　金：教育部人文社会科学基金一般项目(11YJAZH130)的阶段性研究成果

摘　　要：为了考察不同数学能力水平儿童的执行功能差异,根据331名学前儿童的数学能力得分选取了潜在数学学习困难儿童组、低分组、典型发展儿童组和数学优秀组等4个实验组。首先分析了各组儿童的执行功能差异特点,之后使用判别分析进一步探索了各执行功能子结构对儿童早期数学能力差异分组的贡献。结果表明:相对于典型发展儿童组,潜在数学学习困难儿童在执行功能的更新、抑制和转换方面普遍缺损;低分组儿童则仅表现出数字更新能力不足;数学优秀组在数字更新和有时间要求的认知转换方面比典型发展组有明显优势。进一步判别分析表明,对早期数学能力差异分组贡献最大的并非独立执行功能子结构,而是更新和转换的共同因素结构。In order to investigate the differences in executive function among children with different early mathematical ability,4 groups of children were selected from 311 kindergarteners. They were children at risk for mathematics learning disability（ MLD）,low achieving children,typical development children and high achieving children.Group differences in executive function were first analyzed. Discriminant analysis was then applied to investigate which functions predict group membership best,The results are as follows： In comparison with the typically achieving group,Children at risk for MLD showed general deficits in updating,inhibition and switch. Low achieving group had deficit only in number-related updating. The high achieving children outperformed the typical development children in number updating and one switching task with time limit. Furthermore,discriminant analysis indicated that it was the underlying construct of updating and switching that contribute most to the group differences in early mathematical ability.

关 键 词：学前儿童 潜在数学学习困难 执行功能 早期数学能力 

分 类 号：B844[哲学宗教—发展与教育心理学]