Beck Danielle M, Schaefer Catherine, Pang Karen, Carlson Stephanie M
Simpson University.
J Cogn Dev. 2011 Jan 1;12(2):169-193. doi: 10.1080/15248372.2011.563485.
Research suggests that executive function (EF) may distinguish between children who are well- or ill-prepared for kindergarten, however, little is known about the test-retest reliability of measures of EF for children. We aimed to establish a battery of EF measures that are sensitive to both development and individual differences across the preschool period using Conflict and Delay subtests that had a cool (abstract) or hot (extrinsic reward) focus. Results from 151 children in three age groups (2.5, 3.5, and 4.5) suggested acceptable same-day test-retest reliability on all but Delay-Cool subtasks. These findings will inform appropriate measurement selection and development for future studies.
研究表明，执行功能（EF）可能会区分出为幼儿园做好充分准备或准备不足的儿童，然而，对于儿童EF测量的重测信度却知之甚少。我们旨在建立一套EF测量方法，通过具有冷静（抽象）或热烈（外在奖励）重点的冲突和延迟子测试，对整个学前阶段的发展和个体差异都敏感。来自三个年龄组（2.5岁、3.5岁和4.5岁）的151名儿童的结果表明，除了延迟-冷静子任务外，所有任务的当日重测信度都可以接受。这些发现将为未来研究的适当测量选择和发展提供参考。
