Melogno Sergio, Pinto Maria Antonietta, Lauriola Marco
Department of Psychology of Development and Socialization Processes, "Sapienza" University of Rome, 00185 Rome, Italy.
Faculty of Psychology, "Niccolò Cusano" University of Rome, 00166 Rome, Italy.
Brain Sci. 2023 Oct 11;13(10):1447. doi: 10.3390/brainsci13101447.
This study was based on an analysis of some of the qualitative aspects underlying the findings of previous research into the metalinguistic abilities in 160 Italian-speaking, typically developing children aged from 5 to 7 years. This previous research had used six metalinguistic tasks, a nonverbal intelligence test, and two lexical- and grammar-comprehension tests. The outcomes showed a significant improvement in all the dependent variables in the age range considered, measured by a series of ANOVAs, with high correlation between all the variables and a strong homogeneity between the metalinguistic tasks, as revealed by a factor analysis. Using generalized estimating equation (GEE) analysis, the current study analyzed the cognitive levels of response that constituted the total score of each task, at each age (5-6, 6-7, and 7-8 years). Although based on the different distribution of the cognitive levels at each age and in each task, the results of this analysis further confirmed the significance of the developmental changes, and showed different developmental trajectories as a function of the specific task. These results are discussed in light of the different involvement of cognitive processes and literacy skills in the transitional phase between kindergarten and the first two years of primary school.
本研究基于对先前一项研究结果背后一些定性方面的分析，该研究针对160名5至7岁讲意大利语、发育正常的儿童的元语言能力。先前的这项研究使用了六项元语言任务、一项非语言智力测试以及两项词汇和语法理解测试。结果显示，在所考虑的年龄范围内，所有因变量均有显著改善，这通过一系列方差分析得以衡量，所有变量之间具有高度相关性，且元语言任务之间具有很强的同质性，这由因子分析揭示。本研究使用广义估计方程（GEE）分析，分析了每个年龄（5 - 6岁、6 - 7岁和7 - 8岁）构成每项任务总分的认知反应水平。尽管基于每个年龄和每项任务中认知水平的不同分布，但该分析结果进一步证实了发展变化的重要性，并显示出因具体任务而异的不同发展轨迹。结合幼儿园与小学一、二年级过渡阶段认知过程和读写技能的不同参与情况对这些结果进行了讨论。
