认知灵活性，心理理论和多动/注意力不集中

Q1 Social Sciences

Child development research Pub Date : 2014-01-12 DOI:10.1155/2014/741543

B. Farrant, J. Fletcher, M. Maybery

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引用次数: 21

摘要

本研究分析了70例正常发育儿童(年龄= 61.4个月，SD = 8.3个月)的认知灵活性、心理理论和多动/注意力不集中之间的同步和纵向关系。母亲和教师使用优势和困难问卷(Goodman, 1997)来报告儿童的多动/注意力不集中，使用维度变化卡片分类任务(Zelazo, 2006)来测量认知灵活性，使用一系列任务来评估心理理论。在两个时间点，认知灵活性和心理理论得分与多动/注意力不集中水平呈显著负相关。此外，在控制了儿童年龄、性别和一年级多动/注意力不集中得分后，发现一年级认知灵活性得分是二年级多动/注意力不集中得分的显著预测因子。未来的研究方向包括培训研究，这将进一步加深我们对这些关系的理解，并允许更有效的干预。

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Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

The present study analyzed the concurrent and longitudinal relations among cognitive flexibility, theory of mind, and hyperactivity/inattention in a sample of 70 typically developing children ( age = 61.4 months, SD = 8.3 months). Mothers and teachers reported on children’s hyperactivity/inattention using the strengths and difficulties questionnaire (Goodman, 1997), cognitive flexibility was measured using the dimension change card sort task (Zelazo, 2006), and theory of mind was assessed using a battery of tasks. Cognitive flexibility and theory of mind scores were found to be significantly negatively correlated with the level of hyperactivity/inattention at both time points. Furthermore, year 1 cognitive flexibility score was found to be a significant predictor of year 2 hyperactivity/inattention score after controlling for child age, gender, and year 1 hyperactivity/inattention score. Directions for future research include training studies which would further our understanding of these relationships and allow more effective interventions.

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来源期刊

Child development research Social Sciences-Linguistics and Language

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Development Research is a peer-reviewed, Open Access journal that publishes original research articles as well as review articles in all areas of child development research.