学龄前儿童执行功能与假装表征之间关系的证据。
Evidence for a relation between executive function and pretense representation in preschool children.
作者信息
Carlson Stephanie M, White Rachel E, Davis-Unger Angela
机构信息
Department of Psychology, University of Washington, Seattle, United States ; Institute of Child Development, University of Minnesota, Minneapolis, United States.
Institute of Child Development, University of Minnesota, Minneapolis, United States.
出版信息
Cogn Dev. 2014 Jan;29. doi: 10.1016/j.cogdev.2013.09.001.
Several theoretical formulations suggest a relation between children's pretense and executive function (EF) skills. However, there is little empirical evidence for a correlation between these constructs in early development. Preschool children ( = 104; age = 4-0) were given batteries of EF and pretense representation measures, as well as verbal, memory, and appearance-reality control tasks. Confirmatory factor analysis revealed two separable but overlapping aspects of EF (Conflict and Delay). EF was significantly related to pretense after accounting for all controls. Understanding the pretend-reality distinction was strongly related to Conflict EF, whereas performing pretend actions was more strongly related to Delay EF. These results, although correlational, are consistent with the claim that EF skills are implicated in pretense, such as inhibiting reality and flexibly manipulating dual representations, and offer a potential mechanism by which pretend play interventions may enhance childhood EF.
几种理论表述表明儿童的假装游戏与执行功能（EF）技能之间存在关联。然而，在早期发育中，几乎没有实证证据证明这些结构之间存在相关性。对104名学龄前儿童（平均年龄 = 4岁0个月）进行了一系列执行功能和假装表征测量，以及语言、记忆和表象-现实控制任务。验证性因素分析揭示了执行功能的两个可分离但重叠的方面（冲突和延迟）。在考虑所有控制因素后，执行功能与假装游戏显著相关。理解假装与现实的区别与冲突执行功能密切相关，而进行假装动作则与延迟执行功能的相关性更强。这些结果虽然是相关性的，但与执行功能技能参与假装游戏的观点一致，比如抑制现实和灵活操纵双重表征，并且为假装游戏干预可能增强儿童执行功能提供了一种潜在机制。
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