Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment

被引：71

作者：

Burrage, Marie S. ^{[1
]}

Ponitz, Claire Cameron ^{[2
]}

McCready, Elizabeth A. ^{[3
]}

Shah, Priti ^{[1
]}

Sims, Brian C.

Jewkes, Abigail M. ^{[4
]}

Morrison, Frederick J. ^{[1
]}

机构：

[1] Univ Michigan, Combined Program Educ & Psychol, Ann Arbor, MI 48109 USA

[2] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA

[3] Univ Massachusetts, Amherst, MA 01003 USA

[4] CUNY Hunter Coll, New York, NY 10021 USA

来源：

CHILD NEUROPSYCHOLOGY | 2008年 / 14卷 / 06期

关键词：

Executive functions; Early schooling; School cutoff method; Cognitive development; Young children; Working memory; Response inhibition;

D O I：

10.1080/09297040701756917

中图分类号：

R74 [神经病学与精神病学];

学科分类号：

摘要：

We employed a cutoff design in order to examine age- and schooling-related effects on executive functions. Specifically, we looked at development of working memory and response inhibition over the period of 1 school year in prekindergarten and kindergarten students born within 4 months of each other. All children improved on executive function and word-decoding tasks from the beginning to the end of the year. Additionally, we found prekindergarten- and kindergarten-schooling effects for the working memory and word-decoding tasks (p .05), and a trend-level prekindergarten-schooling effect for the response inhibition task (p .10).

引用

页码：510 / 524

页数：15

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