认知刺激作为连接社会经济地位和执行功能的机制：一项纵向研究。
Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation.
机构信息
University of Washington.
Harvard University.
出版信息
Child Dev. 2020 Jul;91(4):e762-e779. doi: 10.1111/cdev.13315. Epub 2019 Oct 8.
Abstract
Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60-75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation-a modifiable factor-may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.
摘要
执行功能（EF），包括工作记忆、抑制和认知灵活性，随社会经济地位（SES）的变化而变化，经济条件较差的儿童的表现不如 SES 较高的同龄人。我们使用观察方法研究了家庭中的认知刺激作为 SES 与 EF 相关的机制。在一个由 101 名 60-75 个月大的儿童组成的样本中，认知刺激完全中介了 SES 相关的 EF 差异。关键的是，认知刺激与抑制和认知灵活性的发展呈正相关，在 18 个月的随访期间。此外，T1 的 EF 解释了 T2 的 SES 相关的学业成绩差异。早期的认知刺激——一种可改变的因素——可能是干预措施的理想目标，这些干预措施旨在改善认知发展和学业成绩的 SES 相关差异。
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