【摘要】：目的:通過對上海市學齡前兒童注意力集中度、靜坐行為時間、身體活動量、認知水平的測量,探究不同注意力集中度的學齡前兒童認知能力與靜坐時間、身體活動水平的關系。方法:面向上海市8所幼兒園招募346名3-5歲學齡前兒童,根據(jù)學齡前兒童行為調(diào)查表,將受試者分為注意力集中組、注意力偶爾不集中組與注意力經(jīng)常不集中組,該量表由受試者的班主任負責填寫。采用“學齡前兒童智力簡式測驗量表”對受試者認知能力進行測量,該量表由《中國——韋氏幼兒智力量表》城市版中4項具有代表性的分測驗(知識、圖片詞匯、圖畫填充和木塊圖案)構成。受試者身體活動水平通過連續(xù)7天佩戴Acti Graph GT3X+加速度傳感器測得,選用Pate切點得出不同身體活動水平。使用線性回歸分析調(diào)整混雜因素,探究注意力、靜坐行為(Sedentary Behavior,SB)、總體身體活動量(Total Physical Activity,TPA)與認知的關系;通過單因素方差分析檢驗不同注意力集中度分組中身體活動、認知表現(xiàn)的水平差異,采用獨立樣本t檢驗和非參數(shù)U檢驗(檢驗水準為P≤0.05),探討不同注意力集中度分組中SB、TPA與認知表現(xiàn)的關系。結(jié)果:346名受試者中,共292例(平均年齡4.5±0.5歲)數(shù)據(jù)有效并納入統(tǒng)計分析,其中男童占56.8%。1、對于不同注意力集中度的學齡前兒童,其靜坐時間、輕度、中度和高強度身體活動水平等指標沒有差異;但言語智商、操作智商和智商總分存在顯著差異(P0.001)。2、在調(diào)整混雜因素后,注意力集中度高的受試者表現(xiàn)出更好的言語智商(β=-0.30,P0.01)、操作智商(β=-0.20,P0.01)、總智商(β=-0.28,P0.01);且TPA與言語智商(β=0.133,P=0.035)、總智商(β=0.124,P=0.044)存在顯著正相關關系。SB與操作智商呈顯著正相關(β=0.133,P=0.035),對總智商的影響存在臨界顯著性(β=0.117,P=0.055)3、對于注意力集中的受試者,靜坐時間較長的組別,其言語智商(25.30分)和總智商平均得分(117.68分)均顯著高于靜坐時間較短的組別(P0.01);對于注意力偶爾不集中的受試者,每日TPA達標的受試者言語智商(P=0.021)、操作智商(P=0.034)以及總智商(P=0.019)比不達標的受試者顯著增高。結(jié)論:1、注意力、靜坐時間和TPA對認知均具有獨立的積極影響。2、對于不同注意力集中程度的學齡前兒童,其靜坐時間和身體活動量對認知具有獨立的影響作用。對于注意力集中度較高的學齡前兒童。在一定范圍內(nèi),其靜坐時間越長,言語智商和全量表智商表現(xiàn)越好;對于注意力偶爾不集中的學齡前兒童,TPA達標者全智商表現(xiàn)比不達標者高。
[Abstract]:Objective: to explore the cognitive ability and sitting time of preschool children in Shanghai by measuring the attention concentration, sedentary behavior time, physical activity and cognitive level. The level of physical activity. Methods: 346 preschool children aged 3-5 years were recruited from 8 kindergartens in Shanghai. According to the behavior questionnaire of preschool children, the subjects were divided into attention concentration group, occasional attention failure group and attention frequently unfocused group. The scale was filled out by the subject's head teacher. The cognitive ability of the subjects was measured by the "Preschool Children Intelligence simple Test scale", which was measured by four representative sub-tests (knowledge, picture vocabulary) in the Urban version of the "China-Wechsler Young Child Intelligence scale". Picture fill and block pattern). The body activity level was measured by wearing Acti Graph GT3X acceleration sensor for 7 consecutive days, and different body activity levels were obtained by using Pate tangent point. Linear regression analysis was used to adjust confounding factors to explore the relationship between attention, sedentary behavior (Sedentary Behavior,SB), total body activity (Total Physical Activity,TPA) and cognition. The relationship between SB,TPA and cognitive performance in different attention concentration groups was studied by using independent sample t test and nonparametric U test (P 鈮，

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