文化背景在儿童执行功能研究中的重要性:拉丁美洲的研究进展

IF 5.1 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child Development Perspectives Pub Date : 2024-03-20 DOI:10.1111/cdep.12505
Lucas G. Gago-Galvagno, Stephanie E. Miller, Natalia A. Mancini, Ailin C. Simaes, Angel M. Elgier, Susana C. Azzollini
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引用次数: 0

摘要

尽管执行功能(EFs)已被认为是认知发展的基石,但有关儿童这一基本能力的知识主要是基于对北美和西欧中高社会经济地位(SES)样本的研究。在这篇文章中,我们将重点介绍拉美地区在发展性情感因素方面的研究进展。拉美地区是一个研究不足的地区,它提供了一个对理解情感因素非常重要的独特背景。我们的叙述性综述表明,在 EF 发展过程中,既存在普遍性(例如,EF 的任务表现、与年龄的一般正相关性以及其他社会和认知能力之间日益增强的凝聚力和纵向稳定性),也存在文化特殊性(即社会经济地位、教育环境、养育方式和文化价值观的贡献)。因此,有必要在典型的研究样本之外,特别是在拉美国家,对幼儿环境能力的发展进行研究,以便更透彻地了解这些能力,并制定考虑文化背景的干预措施。
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Importance of cultural context in the study of children's executive functions: Advances in Latin America research

Although executive functions (EFs) have been identified as a cornerstone of cognitive development, knowledge of this fundamental ability in children is based primarily on research with North American and Western European samples of middle to high socioeconomic status (SES). In this article, we highlight advances in research on developmental EFs from Latin American regions, an understudied area that provides a unique context important to understanding EFs. Our narrative review suggests the potential for both universality (e.g., increasing cohesion and longitudinal stability among EFs' task performance, general positive associations with age, and other social and cognitive abilities) and cultural specificity in EF development (i.e., contributions of SES, educational environments, parenting styles, and cultural values). It is important to consider the development of EFs outside of typically examined samples—and specifically within Latin American countries—to understand more thoroughly these abilities and to generate interventions that consider cultural context.

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来源期刊
Child Development Perspectives
Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.90
自引率
1.60%
发文量
35
期刊介绍: Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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Issue Information - Editorial Board Designing equity‐centered early learning assessments for today's young children The development of prosocial risk‐taking behavior: Mechanisms and opportunities The (in)effectiveness of training domain‐general skills to support early math knowledge The multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types
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