Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA.
Graduate School of Education and Information Studies, University of California, Los Angeles, Los Angeles, CA 90095, USA.
J Exp Child Psychol. 2021 Aug;208:105131. doi: 10.1016/j.jecp.2021.105131. Epub 2021 Apr 17.
The current article describes and validates a set of group-based executive function (EF) assessments for use with young children. These situational tasks involve instructing groups of young students to march to music while completing tasks that place demands on their EF abilities. These efforts were motivated by providing researchers with a set of measures that assess EF subcomponents while also accounting for the dynamic social processes present in group settings. These assessments take place in schools, are relatively simple to administer, and include multiple EF indicators. Drawing on a diverse sample of 283 kindergarteners (M = 5.8 years, SD = 0.38), we found that group-based EF assessments were significantly related to individually assessed EF measures and differentially predicted children's performance on standardized tests of math and reading achievement. Overall, this study represents a first step toward developing a set of group-based EF measures that are appropriate for use with young children.
当前的文章描述并验证了一套基于小组的执行功能（EF）评估方法，用于评估幼儿。这些情境任务涉及指示一群年幼的学生随着音乐前进，同时完成对他们的 EF 能力有要求的任务。这些努力的动机是为研究人员提供一组评估 EF 子成分的措施，同时考虑到小组环境中存在的动态社会过程。这些评估在学校进行，管理相对简单，并包括多个 EF 指标。本研究采用了 283 名幼儿园儿童（M=5.8 岁，SD=0.38）的多样化样本，发现基于小组的 EF 评估与个体评估的 EF 测量显著相关，并不同程度地预测了儿童在标准化数学和阅读成就测试中的表现。总的来说，这项研究代表了朝着开发一套适合幼儿使用的基于小组的 EF 测量方法迈出的第一步。
