贫困儿童的执行功能与心理理论:一项短期纵向研究

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Rong Huang, E. Baker, Carmela Battista, Qingyang Liu
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引用次数: 3

摘要

摘要儿童早期对执行功能(EF)和心理理论(ToM)的发展至关重要。先前的文献表明EF和ToM之间存在强有力的关系;然而,这种关系很少在贫困儿童中得到调查。此外,很少有研究采用全面的ToM测量来探索EF与ToM的不同组成部分之间的关系。本研究调查了86名参加美国Head Start项目的学龄前儿童(3-5岁)的EF和ToM之间的纵向关系。孩子们间隔四个月完成了两次EF任务和一次5任务ToM电池。结果表明,对于生活在贫困中的儿童,在控制了显著的协变量后,早期EF并没有显著预测后期ToM作为一种复合因素。然而,ToM的情感显著成分预测了儿童后期的Stroop表现,超过了几个对照组。研究结果表明,对于生活在美国的贫困儿童来说,与ToM的其他组成部分相比,情绪视角的发展对EF的发展可能特别重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Executive Function and Theory of Mind in Children Living in Poverty: A Short-term Longitudinal Study
ABSTRACT The early childhood years are critical for developing executive function (EF) and theory of mind (ToM). Prior literature suggests a robust relationship between EF and ToM; however, this relationship has seldom been investigated in children living in poverty. In addition, few studies have employed comprehensive ToM measures to explore how EF relates to different components of ToM. This study examined longitudinal relations between EF and ToM among 86 preschool children (3- to 5-year-old) attending Head Start programs in the United States. Children completed two EF tasks and a 5-task ToM battery twice, four months apart. Results showed that, for children living in poverty, early EF did not significantly predict later ToM as a composite after controlling for significant covariates. However, the emotionally salient component of ToM predicted children’s later Stroop performance, above and beyond several controls. Findings suggest that for impoverished children living in the U.S., the development of emotional perspective-taking may be particularly important for EF development compared to other components of ToM.
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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