兒童執(zhí)行功能與推理和學(xué)習(xí)能力的關(guān)系

1、 A Study on the Relations Between Executive Function and Reasoning and Learning Ability Author: Li Yanna Supervisor: Prof.Wen Ping Grade:2007 Major: Developmental and Educational Psychology Specialty: cognit

2、ion development and education Abstract Executive function (EF for short), as a high-level cognitive abilities, has become the focus and front in researches on cognitive development over the last few decades. Executive f

3、unction is defined as a general control mechanism that controls and coordinates the cognitive processing as to cognitive system to ensure a flexible, optimized way to achieve specific goals. A large body of evidence sugg

4、ests that executive function is related to reasoning ability and is involved in scholastic abilities such as reading and arithmetic. Although relations between executive function and reading, arithmetic and reasoning hav

5、e been found, difficulties in reading and arithmetic may duo to the defect in executive function. However, executive function is detachable. Researches on the relationship between the compositions of executive function a

6、nd abilities did not penetrate deeply. Most of the studies concern about the attention deficit hyperactivity disorder children and who have defect in learning .In addition, there is still inconsistent pinion. The present

7、 study consists of two researches. In the first research, tasks that are suitable for children were used to investigate the performance of executive function on 113 normal children of fourth grade. Meanwhile, the childre

8、n had Raven Test in group. In part two, the children were presented with the Arithmetic Tempo Test (ATT, De Vos, 1992) and One Minute Reading Test to investigate the relation between executive function and learning abili

9、ties. It showed that: (1)The correlations between executive function and reasoning suggested that there is a positive correlation between updating and reasoning, while the correlation between shifting and reasoning is si

10、gnificantly negative. The results of regression analysis indicated that updating and shifting had predicting power on reasoning. (2) The correlation between updating and arithmetic is significantly Positive, while the co

11、rrelation between shifting and arithmetic is negative. The results of regression analysis indicated that updating had predicting power on arithmetic. (3) The correlations between executive function and reading was not si