Executive functioning predicts reading, mathematics, and theory of mind during the elementary years

被引：97
|
作者：
Cantin, Rachelle H. [1 ]
Gnaedinger, Emily K. [1 ]
Gallaway, Kristin C. [1 ]
Hesson-McInnis, Matthew S. [1 ]
Hund, Alycia M. [1 ]
机构：
[1] Illinois State Univ, Normal, IL 61790 USA
来源：
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2016年 / 146卷
关键词：
Executive functioning; Reading; Mathematics; Theory of mind; Working memory; Inhibition; Flexibility; Middle childhood; SHORT-TERM-MEMORY; WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; LEARNING-DISABILITIES; INHIBITORY CONTROL; SCHOOL READINESS; EARLY-CHILDHOOD; CHILDREN; COMPREHENSION; ACHIEVEMENT;
D O I：
10.1016/j.jecp.2016.01.014
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
The goal of this study was to specify how executive functioning components predict reading, mathematics, and theory of mind performance during the elementary years. A sample of 93 7- to 10-year-old children completed measures of working memory, inhibition, flexibility, reading, mathematics, and theory of mind. Path analysis revealed that all three executive functioning components (working memory, inhibition, and flexibility) mediated age differences in reading comprehension, whereas age predicted mathematics and theory of mind directly. In addition, reading mediated the influence of executive functioning components on mathematics and theory of mind, except that flexibility also predicted mathematics directly. These findings provide important details about the development of executive functioning, reading, mathematics, and theory of mind during the elementary years. (C) 2016 Elsevier Inc. All rights reserved.
引用
收藏
页码：66 / 78
页数：13
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