Huttenlocher J, Levine S, Vevea J
University of Chicago, Department of Psychology, IL 60637, USA.
Child Dev. 1998 Aug;69(4):1012-29.
In this study, we examined the relation of input to cognitive growth in a single population of children. We studied 4 domains: Language, Spatial Operations, Concepts, and Associative Memory. Four groups of children drawn from the same population were tested in October of kindergarten, April of kindergarten, October of first grade, and April of first grade. These time points are 6 months apart, but they span periods that differ in amount of school input children receive. Much greater growth was found over time periods with greater amounts of school input (October to April) than over time periods with less school input (April to October) for Language, Spatial Operations, and Concepts, but not for Associative Memory. These findings suggest that amount of input is causally related to cognitive growth in particular domains.
在本研究中，我们考察了单一儿童群体中输入与认知发展的关系。我们研究了4个领域：语言、空间操作、概念和联想记忆。从同一群体中抽取的四组儿童分别在幼儿园10月、幼儿园4月、一年级10月和一年级4月接受测试。这些时间点相隔6个月，但它们跨越了儿童接受学校输入量不同的时期。对于语言、空间操作和概念，在学校输入量较大的时期（10月至4月）比在学校输入量较小的时期（4月至10月）发现了更大的发展，但联想记忆方面并非如此。这些发现表明输入量与特定领域的认知发展存在因果关系。
