Marquette University, Milwaukee, WI, USA.
RTI International, Research Triangle Park, NC, USA.
Assessment. 2019 Oct;26(7):1296-1306. doi: 10.1177/1073191117740953. Epub 2017 Nov 10.
Efforts to improve children's executive function are often hampered by the lack of measures that are optimized for use during the transition from preschool to elementary school. Whereas preschool-based measures often emphasize response accuracy, elementary school-based measures emphasize reaction time (RT)-especially for measures inhibitory control (IC) tasks that typically have a speeded component. The primary objective of this study was to test in a preschool-aged sample whether the joint use of item-level accuracy and RT data resulted in improved scoring for three IC tasks relative to scores derived from accuracy data alone. Generally, the joint use of item-level accuracy and RT data resulted in modest improvements in the measurement precision of IC abilities. Moreover, the joint use of item-level accuracy and RT helped eliminate floor and ceiling effects that occurred when accuracy data were considered alone. Results are discussed with respect to the importance of scoring IC tasks in ways that are maximally informative for program evaluation and longitudinal modeling.
提高儿童执行功能的努力常常受到阻碍，因为缺乏针对从学前到小学过渡阶段优化的措施。虽然基于学前的措施通常强调反应准确性，但基于小学的措施强调反应时间（RT）——特别是对于通常具有加速成分的抑制控制（IC）任务的措施。本研究的主要目的是在学龄前儿童样本中测试，联合使用项目级别的准确性和 RT 数据是否相对于仅基于准确性数据的得分，能够提高三项 IC 任务的评分。一般来说，联合使用项目级别的准确性和 RT 数据可以适度提高 IC 能力的测量精度。此外，联合使用项目级别的准确性和 RT 有助于消除当仅考虑准确性数据时出现的地板效应和天花板效应。结果与以对项目评估和纵向建模最有信息的方式对 IC 任务进行评分的重要性有关。
