学龄前儿童学习潜能与认知能力的关系

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2023-01-01 DOI:10.5093/psed2023a16

Francisca Barba-Colmenero, María A. Robles-Bello, Nieves Valencia-Naranjo

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引用次数: 0

摘要

学习潜力可用于评估现代教育环境中不同人群的行动并为其提供指导。本研究探讨了EHPAP动态评价量表与典型学龄前儿童认知能力(语言发展、特定认知能力和执行功能)的关系。线性回归模型表明，儿童的认知能力是中介前后儿童独立任务表现的预测因素之一。构成预测部分的能力与一般语言发展、特定认知功能和执行功能有关。年龄作为预测因素只对口头计划有影响。本研究考察了这些变量在不同EHPAP量表中的贡献。

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The Relationship between Learning Potential in Preschool Children and their Cognitive Abilities

Learning potential can be used to assess and provide direction for action in diverse populations in modern educational settings. This study examined the relationship between the EHPAP dynamic evaluation scale and cognitive abilities (linguistic development, specific cognitive abilities, and executive functioning) in typically developing preschool children. Linear regression models indicated that children’s cognitive abilities formed part of the prediction of their independent performance in tasks before and after mediation. The abilities that formed part of the predictions were related to general linguistic development, specific cognitive functions, and executive functioning. Age as a predictive factor only contributed to verbal planning. This study examined the contribution of these variables in different EHPAP scales.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.