Winsler A, Diaz R M, Atencio D J, McCarthy E M, Chabay L A
Department of Psychology, George Mason University, Fairfax, VA 22030-4444, USA.
J Child Psychol Psychiatry. 2000 Oct;41(7):875-86.
This study is a prospective, longitudinal attempt to explore behavioral self-regulation, private speech, and speech-action coordination in a sample of behaviorally at-risk preschool children. Preschoolers (N = 72) were classified at age 3 years into a behaviorally at-risk group or a comparison group on the basis of preschool teacher behavioral ratings. Children were videotaped on four different occasions across the span of almost 2 years as they completed problem-solving tasks, and private speech, task performance, executive functioning, and speech-action coordination were analyzed. Children identified 2 years earlier as being hard to manage were at risk for continued behavior problems at elementary school entry. Behaviorally at-risk children consistently used more spontaneous private speech than comparison children across all observations. Both groups of children demonstrated a pattern of increasing silence with task success over time. No group differences were observed in children's speech-action coordination at age 5 years. Intraindividual developmental changes in private speech for both groups were associated with task performance, speech-action coordination, and executive functioning at age 5, but not with teacher- and parent-reported problem behavior.
本研究是一项前瞻性的纵向研究，旨在探讨行为有风险的学龄前儿童样本中的行为自我调节、内部言语以及言语 - 行动协调。学龄前儿童（N = 72）在3岁时根据幼儿园教师的行为评分被分为行为有风险组或对照组。在近2年的时间里，孩子们在完成解决问题任务的四个不同场合被录像，并对内部言语、任务表现、执行功能和言语 - 行动协调进行了分析。2年前被认定难以管理的儿童在进入小学时仍有持续行为问题的风险。在所有观察中，行为有风险的儿童比对照组儿童持续使用更多的自发内部言语。两组儿童都表现出随着任务成功时间推移沉默增加的模式。在5岁儿童的言语 - 行动协调方面未观察到组间差异。两组儿童内部言语的个体发育变化与5岁时的任务表现、言语 - 行动协调和执行功能相关，但与教师和家长报告的问题行为无关。
