Hughes Claire H, Ensor Rosie A
Department of Social and Developmental Psychology, University of Cambridge, Cambridge, England.
New Dir Child Adolesc Dev. 2009 Spring;2009(123):35-50. doi: 10.1002/cd.234.
This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of children's executive functions. Our results confirm the importance of maternal scaffolding for young children's executive functions, but they also suggest positive effects of observational learning and adverse effects of disorganized and unpredictable family life; however, no support was found for an association between executive function and general positive characteristics of family interactions.
本章描述了对125名英国儿童进行的纵向研究结果，这些儿童来自社会背景各异的样本，研究对他们在两岁和四岁时的情况进行了观察。研究测试了四种社会因素对执行功能的影响模型，使用了多种家庭生活测量方法以及对儿童执行功能的全面评估。我们的研究结果证实了母亲的支架式教学对幼儿执行功能的重要性，但也表明观察性学习具有积极影响，而家庭生活的混乱和不可预测性具有负面影响；然而，未发现执行功能与家庭互动的一般积极特征之间存在关联。
