{"title":"学龄前儿童和小学生执行功能的因子结构及其与智力的关系。","authors":"","doi":"10.1016/j.jecp.2024.106014","DOIUrl":null,"url":null,"abstract":"<div><p>The timing of structural changes in executive functions (EFs) across development is a matter of controversy; whereas some studies suggest a uniform structure of EFs in early childhood, findings in middle and late childhood are mixed. There are results indicating uniformity of EFs as well as several studies suggesting multidimensionality of the construct. In addition, studies demonstrate an age-related differentiation of the relation between EFs and intelligence. We conducted a comparative analysis of the EF structure and relations with fluid intelligence in two distinct age groups. A sample of <em>n</em> = 145 preschool children (5.2-6.7 years of age) and <em>n</em> = 109 elementary school children (8.8-11.8 years) completed measures of working memory, inhibition, cognitive flexibility, and fluid intelligence. Confirmatory factor analysis (CFA) revealed that a single-factor model best represented performance on EF tasks in both preschool and elementary school children. Multi-group CFA indicated equivalent and strong relations between EFs and intelligence across both age groups (<em>r</em> = .64 in preschool and elementary school children). Our results confirm that EFs are significantly related to fluid intelligence but might not underlie a uniform pattern of successive differentiation into multiple EF components in childhood. We discuss how methodological artifacts such as simultaneous interference might have contributed to previous findings on differentiation in middle and late childhood.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524001541/pdfft?md5=b7abf4b2dad9f977ff0836758993a550&pid=1-s2.0-S0022096524001541-main.pdf","citationCount":"0","resultStr":"{\"title\":\"The factorial structure of executive functions in preschool and elementary school children and relations with intelligence\",\"authors\":\"\",\"doi\":\"10.1016/j.jecp.2024.106014\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The timing of structural changes in executive functions (EFs) across development is a matter of controversy; whereas some studies suggest a uniform structure of EFs in early childhood, findings in middle and late childhood are mixed. There are results indicating uniformity of EFs as well as several studies suggesting multidimensionality of the construct. In addition, studies demonstrate an age-related differentiation of the relation between EFs and intelligence. We conducted a comparative analysis of the EF structure and relations with fluid intelligence in two distinct age groups. A sample of <em>n</em> = 145 preschool children (5.2-6.7 years of age) and <em>n</em> = 109 elementary school children (8.8-11.8 years) completed measures of working memory, inhibition, cognitive flexibility, and fluid intelligence. Confirmatory factor analysis (CFA) revealed that a single-factor model best represented performance on EF tasks in both preschool and elementary school children. Multi-group CFA indicated equivalent and strong relations between EFs and intelligence across both age groups (<em>r</em> = .64 in preschool and elementary school children). 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引用次数: 0
摘要
执行功能(EFs)在整个发展过程中发生结构性变化的时间是一个有争议的问题;一些研究表明,在儿童早期,执行功能的结构是统一的,而在儿童中期和晚期,研究结果则不尽相同。既有研究结果表明执行功能具有统一性,也有一些研究表明执行功能具有多维性。此外,还有研究表明,情商与智力之间的关系与年龄有关。我们对两个不同年龄组的幼儿的情商结构及其与流体智力的关系进行了比较分析。145名学龄前儿童(5.2-6.7岁)和109名小学生(8.8-11.8岁)完成了工作记忆、抑制、认知灵活性和流体智力的测量。确认性因素分析(CFA)显示,单因素模型最能体现学龄前儿童和小学生在EF任务中的表现。多组因素分析(CFA)表明,在两个年龄组的儿童中,EF 与智力之间存在着等效和强有力的关系(学龄前儿童和小学生的 r = 0.64)。我们的研究结果证实,EFs 与流体智力有显著关系,但可能并不是儿童期EFs 连续分化为多个EF成分的统一模式的基础。我们讨论了同时干扰等方法上的人为因素如何可能会导致以前关于儿童中期和晚期分化的研究结果。
The factorial structure of executive functions in preschool and elementary school children and relations with intelligence
The timing of structural changes in executive functions (EFs) across development is a matter of controversy; whereas some studies suggest a uniform structure of EFs in early childhood, findings in middle and late childhood are mixed. There are results indicating uniformity of EFs as well as several studies suggesting multidimensionality of the construct. In addition, studies demonstrate an age-related differentiation of the relation between EFs and intelligence. We conducted a comparative analysis of the EF structure and relations with fluid intelligence in two distinct age groups. A sample of n = 145 preschool children (5.2-6.7 years of age) and n = 109 elementary school children (8.8-11.8 years) completed measures of working memory, inhibition, cognitive flexibility, and fluid intelligence. Confirmatory factor analysis (CFA) revealed that a single-factor model best represented performance on EF tasks in both preschool and elementary school children. Multi-group CFA indicated equivalent and strong relations between EFs and intelligence across both age groups (r = .64 in preschool and elementary school children). Our results confirm that EFs are significantly related to fluid intelligence but might not underlie a uniform pattern of successive differentiation into multiple EF components in childhood. We discuss how methodological artifacts such as simultaneous interference might have contributed to previous findings on differentiation in middle and late childhood.
期刊介绍:
The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.