本文關(guān)鍵詞：學(xué)前兒童抑制控制的發(fā)展、作用及促進(jìn)研究　出處：《東北師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 學(xué)前兒童 抑制控制 言語理解 數(shù)學(xué)認(rèn)知 訓(xùn)練 執(zhí)行功能

【摘要】：抑制控制是指個體通過控制自己的注意、行為、想法和情緒來抵制強(qiáng)烈內(nèi)在反應(yīng)慣性或外在誘惑的心理過程,在兒童認(rèn)知發(fā)展和社會適應(yīng)中起重要作用。學(xué)前階段是抑制控制發(fā)展的重要時期,探明抑制控制的發(fā)展趨勢、作用及訓(xùn)練措施有助于確定教育訓(xùn)練的最佳期限,對于優(yōu)化兒童腦機(jī)能有重要意義。從發(fā)展趨勢上看,當(dāng)前關(guān)于學(xué)前階段的抑制控制發(fā)展研究中所采用的測試任務(wù)相對簡單�？赡苡捎谔旎ò逍�(yīng),較高年齡組兒童的抑制控制未能表現(xiàn)出持續(xù)發(fā)展,據(jù)此推斷出的抑制控制發(fā)展趨勢容易低估學(xué)前末期兒童抑制控制的發(fā)展速度。從影響作用上看,有研究發(fā)現(xiàn)學(xué)前兒童的抑制控制能夠顯著預(yù)測數(shù)學(xué)計算、語音意識、詞匯知識等多方面的學(xué)業(yè)技能,并且對數(shù)學(xué)技能的預(yù)測作用要強(qiáng)于工作記憶和認(rèn)知靈活性這兩種執(zhí)行功能成分,但也有研究發(fā)現(xiàn)了工作記憶的更強(qiáng)預(yù)測作用。這可能會受到測試任務(wù)的典型程度和復(fù)雜程度、被試年齡以及被試群體所處的文化環(huán)境等因素的影響。此外,當(dāng)前該領(lǐng)域的研究多為橫斷研究,未能控制早期學(xué)業(yè)技能的影響,并未區(qū)分不同復(fù)雜程度抑制控制的不同預(yù)測作用,也缺乏對言語技能獨立預(yù)測作用的測查。從干預(yù)訓(xùn)練上看,現(xiàn)有的抑制控制訓(xùn)練仍存在以下幾點有待改進(jìn)的地方:一是缺乏需要抑制控制與其他執(zhí)行功能成分協(xié)同參與的綜合性訓(xùn)練任務(wù),二是缺乏適應(yīng)性難度梯度,三是未充分發(fā)揮游戲環(huán)境、幼兒參與動機(jī)等保障訓(xùn)練順利實施的輔助條件的作用,四是少量研究中嘗試過的重視小組合作、增強(qiáng)元認(rèn)知、提供即時反饋等創(chuàng)新性的改進(jìn)需要得到進(jìn)一步的發(fā)展和檢驗。本論文將測查學(xué)前階段不同復(fù)雜程度抑制控制的發(fā)展趨勢及其對早期學(xué)業(yè)技能的影響,考察改進(jìn)后的團(tuán)體行為游戲訓(xùn)練方案的效果,共包含三項研究。研究一的目的是采用不同復(fù)雜程度的抑制控制任務(wù)考察學(xué)前階段抑制控制的發(fā)展趨勢,包含兩個子研究。研究一A是對3~6歲兒童進(jìn)行了間隔9個月的兩次追蹤測試,是2(測試任務(wù):無嵌套規(guī)則白天黑夜任務(wù),有嵌套規(guī)則的白天黑夜任務(wù))×2(測試時間:T1,T2)×4(年齡分組:3.00~3.75歲組,3.76~4.50歲組,4.51~5.25歲組,5.26~6.00歲組)的三因素混合設(shè)計;研究一B是對3~5歲兒童進(jìn)行了間隔9個月和間隔15個月的三次追蹤測試,是2(測試任務(wù):無嵌套規(guī)則白天黑夜任務(wù),有嵌套規(guī)則的白天黑夜任務(wù))×3(測試時間:T1,T2,T3)×2(年齡分組3.00~3.99歲組、4.00~4.99歲組)的三因素混合設(shè)計。其中,年齡分組均為組間變量,測試任務(wù)和測試時間均為組內(nèi)變量。結(jié)果發(fā)現(xiàn):(1)對學(xué)前兒童來說,有嵌套規(guī)則的白天黑夜任務(wù)的難度水平要顯著高于無嵌套規(guī)則的白天黑夜任務(wù)。(2)學(xué)前階段不同復(fù)雜程度抑制控制的發(fā)展趨勢不同,較簡單抑制控制(無嵌套規(guī)則的白天黑夜任務(wù))在3~6歲期間發(fā)展速度先快后慢,在學(xué)前階段末期的發(fā)展趨勢不明顯;較復(fù)雜抑制控制(有嵌套規(guī)則的白天黑夜任務(wù))在3~6歲期間持續(xù)快速發(fā)展,在學(xué)前階段末期的發(fā)展速度有所下降但發(fā)展趨勢仍然明顯。上述研究結(jié)果有兩點啟示,一是關(guān)于抑制控制發(fā)展趨勢的研究需要考慮任務(wù)的難度水平,通過率太高的任務(wù)可能導(dǎo)致對年齡較大兒童抑制控制增長速度的低估;二是在抑制控制對學(xué)業(yè)技能的預(yù)測研究中,需要考慮測試任務(wù)的難度水平,難度過低會導(dǎo)致區(qū)分度不足進(jìn)而導(dǎo)致對抑制控制預(yù)測力的低估。研究二的目的是考察學(xué)前兒童的不同復(fù)雜程度抑制控制對后期言語理解和數(shù)學(xué)認(rèn)知的預(yù)測作用,并通過與工作記憶、認(rèn)知靈活性的預(yù)測作用的比較,檢驗抑制控制的較強(qiáng)預(yù)測作用。研究二A是在控制年齡和工作記憶水平后,驗證學(xué)前兒童抑制控制對9個月和15個月后的言語理解和數(shù)學(xué)認(rèn)知的長期預(yù)測作用,結(jié)果發(fā)現(xiàn)較復(fù)雜抑制控制能夠顯著預(yù)測9個月后的言語理解、數(shù)量與數(shù)量關(guān)系、數(shù)學(xué)認(rèn)知總分以及15個月后的數(shù)量與數(shù)量關(guān)系,較簡單抑制控制僅能顯著預(yù)測15個月后的數(shù)學(xué)認(rèn)知總分。研究二B是在控制年齡和早期學(xué)業(yè)技能后,分析比較抑制控制、工作記憶和認(rèn)知靈活性對6個月后言語理解或數(shù)學(xué)認(rèn)知的預(yù)測作用,結(jié)果發(fā)現(xiàn):較復(fù)雜抑制控制能夠顯著預(yù)測6個月后的言語理解、數(shù)量與數(shù)量關(guān)系、數(shù)學(xué)認(rèn)知總分,較簡單抑制控制僅能顯著預(yù)測6個月后的形狀與空間關(guān)系,但工作記憶和認(rèn)知靈活性對后期言語理解和數(shù)學(xué)認(rèn)知的獨立預(yù)測作用不顯著。綜上所述,可以得出以下結(jié)論:(1)不同于工作記憶和認(rèn)知靈活性,學(xué)前兒童的抑制控制能夠顯著預(yù)測后期言語理解和數(shù)學(xué)認(rèn)知,即使在控制年齡、早期學(xué)業(yè)技能后這一預(yù)測作用仍然顯著;(2)較復(fù)雜抑制控制對后期言語理解和數(shù)學(xué)認(rèn)知的預(yù)測作用要強(qiáng)于較簡單抑制控制。研究三的目的是在總結(jié)梳理抑制控制訓(xùn)練作用要素的基礎(chǔ)上,從任務(wù)綜合性、難度自適應(yīng)、即時反饋、增強(qiáng)元認(rèn)知、游戲意義化、小組合作等方面改進(jìn)抑制控制訓(xùn)練方案并檢驗其訓(xùn)練效果。本研究采用“前后測+對照組”的實驗設(shè)計,對24名4~5歲兒童進(jìn)行了為期5周每周3次每次30分鐘的團(tuán)體行為游戲訓(xùn)練,其中后測包括訓(xùn)練結(jié)束后的即時后測和訓(xùn)練結(jié)束3個月后的延遲后測。結(jié)果發(fā)現(xiàn):(1)團(tuán)體行為游戲訓(xùn)練能夠明顯改善即時后測中的抑制控制、工作記憶和認(rèn)知靈活性,也能明顯改善延遲后測中的抑制控制、工作記憶、言語理解和數(shù)學(xué)認(rèn)知,但對認(rèn)知靈活性的訓(xùn)練效果未能持續(xù)到訓(xùn)練結(jié)束3個月后;(2)具體到抑制控制的測試任務(wù),團(tuán)體行為游戲訓(xùn)練未能明顯改善4~5歲兒童在無嵌套規(guī)則白天黑夜任務(wù)上的表現(xiàn),但能夠明顯改善他們在有嵌套規(guī)則白天黑夜任務(wù)、手指-拳頭任務(wù)和停止信號任務(wù)中的表現(xiàn)。這表明改進(jìn)后的抑制控制團(tuán)體行為游戲訓(xùn)練具有良好的訓(xùn)練效果。綜上所述,不同復(fù)雜程度的抑制控制在學(xué)前階段的發(fā)展趨勢不同,對學(xué)業(yè)技能的預(yù)測作用不同,通過訓(xùn)練的提升幅度也不同,未來研究中有必要結(jié)合研究需要慎重選擇測試任務(wù),以免誘發(fā)錯誤結(jié)論。學(xué)前階段抑制控制快速發(fā)展,對早期學(xué)業(yè)技能有重要的預(yù)測作用,并且能夠通過游戲訓(xùn)練得以提高。在學(xué)前階段開展抑制控制訓(xùn)練將有助于學(xué)前兒童未來積極的學(xué)校和社會適應(yīng)。
[Abstract]:Inhibition control refers to the psychological process that individuals resist strong internal reaction inertia or external temptation by controlling their attention, behavior, thoughts and emotions, and play an important role in children's cognitive development and social adjustment. Preschool stage is an important period to control the development of control. It is helpful to ascertain the best time of education and training, and it is of great significance to optimize children's brain function. From the trend of development, the current research on the development of control and control of the pre-school stage is relatively simple. Due to the ceiling effect, the inhibitory control of children in the higher age group failed to show sustained development. Based on this conclusion, the development trend of inhibitory control is easy to underestimate the development speed of inhibition control in preschool children. From the point of influence, studies have found that inhibition of preschool children's control can significantly predict mathematical calculation, phonological awareness and vocabulary knowledge in many aspects such as academic skills, and predict stronger mathematical skills in working memory and cognitive flexibility of the two components of executive function, but it has also been found that working memory is stronger forecast. This may be influenced by the degree and complexity of the test task, the age of the trial, and the cultural environment in which the test group is located. In addition, the current researches in this field are mostly cross-sectional studies, which fail to control the influence of early academic skills, and do not distinguish the different prediction effects of different complexity control, and also lack of the independent prediction of speech skills. From the training point of view, the existing control training still exist in the following areas for improvement: one is the lack of need to inhibit participation in collaboration with other component of executive function comprehensive training mission control, the two is the lack of adaptability of difficulty gradient, three is not fully played the game environment, children's participation motivation to ensure the smooth implementation of the training auxiliary conditions, four is tried in a few studies pay attention to team cooperation, enhance the metacognition and provide immediate feedback to improve the innovation needs further development and testing. This paper will examine the trend of development and its impact on early academic skills in different stages of preschool stage, and investigate the effect of improved group behavior game training program, which includes three studies. The purpose of this study is to investigate the development trend of pre school inhibition control by using different complexity control tasks, including two sub studies. A study of A of children aged 3~6 years were two follow-up test interval of 9 months, 2 (test task: no nested rules of day and night, day and night have nested rules task) * 2 (test time: T1, T2) * 4 (age: 3.00~3.75 years old group, 3.76~4.50 years group 4.51~5.25, age group, 5.26~6.00 age group) three factor mixed design; B is a research on 3~5 years old children were at an interval of 9 months and 15 months apart the three follow-up test, 2 (test task: no nested rules of day and night, day and night of nesting rules (tasks) * 3 test time: T1, T2, T3) * 2 (age 3.00~3.99 years group, 4.00~4.99 years group) three factor mixed design. Among them, age groups were inter group variables, and both test and test time were intra group variables. The results are as follows: (1) for preschool children, the level of difficulty of daytime and night tasks with nested rules is significantly higher than that without nested rules in the daytime and night task. (2) the different development trends of preschool stage with different degrees of complexity control, simple control (no nested regular day and night missions) during the 3~6 development speed from fast to slow in the development trend of preschool stage is not obvious; the complex inhibitory control (nesting rules of the day and night missions) sustained and rapid the development in the period 3~6 years, the pace of development in preschool stage decreased but the trend is still evident. The research results have two implications, one is about the research on the development trend of the inhibitory control need to consider the level of difficulty of the task, the rate is too high, the task may lead to underestimate the older children's inhibitory control the growth rate of two; in the suppression of predictive control to research academic skills, need to consider the task difficulty level, difficulty too low will lead to lack of discrimination and lead to underestimation of the predictive power of inhibitory control. The purpose of research two is to investigate the predictive role of preschool children's different complexity inhibition control on later speech comprehension and mathematical cognition, and to test the strong predictive role of inhibitory control through comparing with the prediction effect of working memory and cognitive flexibility. Study on two A after controlling for age and working memory level after verification of preschool children's inhibitory control and long-term prediction effect on speech comprehension and mathematical cognition of 9 months and 15 months after the results showed that complex inhibitory control can significantly predict after 9 months of verbal comprehension, relationship between quantity and number of mathematical cognitive scores and after 15 months and the number of the relationship between the number of simple control only can significantly predict the score of mathematical cognition after 15 months. Study on two B after controlling for age and early academic skills, analysis and comparison of inhibitory control, working memory and cognitive flexibility in 6 months after the speech understanding or mathematical cognitive predictors, results showed that complex inhibitory control can significantly predict the understanding, 6 months after the number of words and the relationship between the number of mathematical cognitive scores a simple control, only can significantly predict the shape and spatial relations after 6 months, but independent predictors of working memory and cognitive flexibility on post verbal understanding and mathematical cognition is not significant. To sum up, we can draw the following conclusions: (1) different from working memory and cognitive flexibility, inhibition control of preschool children can significantly predict later speech comprehension and mathematical cognition, even though
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：B844.1

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