Remine Maria D, Care Esther, Brown P Margaret
Melbourne Graduate School of Education, University of Melbourne, Victoria 3010, Australia.
J Deaf Stud Deaf Educ. 2008 Fall;13(4):531-45. doi: 10.1093/deafed/enn010. Epub 2008 Apr 8.
The internal use of language during problem solving is considered to play a key role in executive functioning. This role provides a means for self-reflection and self-questioning during the formation of rules and plans and a capacity to control and monitor behavior during problem-solving activity. Given that increasingly sophisticated language is required for effective executive functioning as an individual matures, it is likely that students with poor language abilities will have difficulties performing complex problem-solving tasks. The aim of this study was to investigate the relationship between language ability and verbal and nonverbal executive functioning in a group of deaf students who communicate using spoken English, as measured by their performance on two standardized tests of executive function: the Delis-Kaplan Executive Function System (D-KEFS) 20 Questions Test and the D-KEFS Tower Test. Expressive language ability accounted for more than 40% of variability in performance on the D-KEFS 20 Questions Test. There was no significant relationship between language ability and performance on the D-KEFS Tower Test. There was no relationship between language ability and familiarity with the specific problem-solving strategies of both D-KEFS Tests. Implications of the findings are discussed.
在解决问题过程中语言的内部使用被认为在执行功能中起着关键作用。这一作用为在规则和计划形成过程中的自我反思和自我质疑提供了一种方式，以及在解决问题活动中控制和监控行为的能力。鉴于随着个体成熟，有效的执行功能需要越来越复杂的语言，语言能力差的学生很可能在执行复杂的解决问题任务时遇到困难。本研究的目的是调查一组使用英语口语交流的聋生的语言能力与言语和非言语执行功能之间的关系，通过他们在两项执行功能标准化测试中的表现来衡量：德利斯 - 卡普兰执行功能系统（D - KEFS）20个问题测试和D - KEFS塔楼测试。表达性语言能力在D - KEFS 20个问题测试的表现变异中占比超过40%。语言能力与D - KEFS塔楼测试的表现之间没有显著关系。语言能力与对两项D - KEFS测试的特定解决问题策略的熟悉程度之间没有关系。讨论了研究结果的意义。
