Yang Xiaohui, Chen Zhe, Wang Zhenhong, Zhu Liqi
CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.
School of Psychology, Shaanxi Normal University, Xi'an, China.
Front Psychol. 2017 Oct 17;8:1833. doi: 10.3389/fpsyg.2017.01833. eCollection 2017.
The present study examined the relations between preschoolers' television exposure and executive functions (EF). One hundred and nineteen 3- to 6-year-old children and their parents participated. Parents filled in a questionnaire regarding children's television viewing time, television content and parental mediation behaviors about their child's television viewing. The children were asked to finish six EF tasks, including the backward digit span task, the spatial span task, the boy-girl Stroop, the Simon task, the flanker task and the Tower of Hanoi task that assessed working memory, inhibition and planning, respectively. Children's vocabulary was tested using Peabody Picture Vocabulary Test, and included as control variables in addition to socioeconomic status of the participated families. The results showed that television viewing time and child-directed educational programs were positively associated with EF. In addition, television content fully mediated the effect of television viewing time on EF and parental restrictive approach strategies moderated the effect of television viewing time on EF.
本研究考察了学龄前儿童看电视时间与执行功能（EF）之间的关系。119名3至6岁的儿童及其父母参与了研究。父母填写了一份关于孩子看电视时间、电视内容以及父母对孩子看电视的调解行为的问卷。孩子们被要求完成六项执行功能任务，包括倒背数字广度任务、空间广度任务、男孩-女孩色词干扰任务、西蒙任务、侧翼任务和河内塔任务，分别评估工作记忆、抑制和计划能力。使用皮博迪图片词汇测验对儿童的词汇量进行测试，并将其作为控制变量，此外还纳入了参与家庭的社会经济地位。结果表明，看电视时间和儿童导向的教育节目与执行功能呈正相关。此外，电视内容完全中介了看电视时间对执行功能的影响，而父母的限制策略调节了看电视时间对执行功能的影响。
