Jonsson Bert, Waling Maria, Olafsdottir Anna S, Lagström Hanna, Wergedahl Hege, Olsson Cecilia, Fossgard Eldbjørg, Holthe Asle, Talvia Sanna, Gunnarsdottir Ingibjorg, Hörnell Agneta
Department of Psychology, Umeå University, Umeå, Sweden.
Department of Food and Nutrition, Umeå University, Umeå, Sweden.
Eur J Psychol. 2017 Nov 30;13(4):645-666. doi: 10.5964/ejop.v13i4.1339. eCollection 2017 Nov.
The present study investigated schooling effects on cognition. Cognitive data were collected as part of a research project (ProMeal) that investigated school meals and measured the intake of school lunch in relation to children's health, cognitive function, and classroom learning in four Nordic countries, among children between 10-11 years of age. It was found that Finnish pupils attending 4th grade were not, on any measure, outperformed by Norwegian and Icelandic pupils attending 5th and Swedish pupils attending 4th grade on a task measuring working memory capacity, processing speed, inhibition, and in a subsample on response- and attention control. Moreover, boys were found to perform superior to girls on tasks measuring processing speed. However, girls were found to perform better on tasks related to attention and self-control. The results are discussed in relation to the reciprocal association between cognition and schooling and whether these results reflect quality differences between schools in the four Nordic countries; most notably in comparison to Finland.
本研究调查了学校教育对认知的影响。认知数据是作为一个研究项目（ProMeal）的一部分收集的，该项目调查了学校膳食，并测量了四个北欧国家10至11岁儿童的学校午餐摄入量与儿童健康、认知功能和课堂学习之间的关系。研究发现，在一项测量工作记忆容量、处理速度、抑制能力的任务中，以及在一个关于反应和注意力控制的子样本中，芬兰四年级学生在任何指标上都没有超过挪威五年级学生、冰岛五年级学生和瑞典四年级学生。此外，在测量处理速度的任务中，发现男孩的表现优于女孩。然而，在与注意力和自我控制相关的任务中，发现女孩表现得更好。研究结果结合认知与学校教育之间的相互关系进行了讨论，以及这些结果是否反映了四个北欧国家学校之间的质量差异；尤其是与芬兰相比。
