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

被引：70
|
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
收藏
页码：510 / 524
页数：15
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