Connectedness and Self‐Regulation as Constructs of the Student Success Skills Program in Inner‐City African American Elementary School Students

The authors evaluated a small‐group counseling intervention, Student Success Skills, provided to 53 inner‐city, 4th‐ and 5th‐grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment‐group students received higher posttest change scores on certain executive functioning subscale items, as reported by their classroom teachers. Implications for counseling practice are presented.     

心智游移的研究：理论、方法及进展

心智游移普遍存在于个体的意识体验中,主要指自发产生的、与当前外界环境无关的思维加工。目前,有关心智游移的理论在其与执行控制的关系上存在争议,主要有心智游移的执行控制理论、控制失败假说和全局可用性假说等。当前的研究主要基于口头报告,并辅以问卷和量表,一些客观指标和认知神经科学的方法也正尝试着对它进行探究。采用这些方法,心智游移的研究已取得了很大的进展。在行为水平上,相关研究探讨了它的时间属性、与元意识的关系、不同因素对它的作用以及它对认知加工的影响等;在认知神经水平上,默认网络与心智游移的关系备受关注,对心智游移时脑电成分的研究也有助于对其机制的了解。未来的研究在心智游移的产生机制、功能和研究方法上可以有进一步的发展。     

意外地点任务中不同测试问题及意图理解与执行功能的关系

旨在讨论意外地点任务中“知否问题”与“预测问题”可能存在的差异及两者与执行功能任务的关系,并初步探讨意图理解与执行功能间的关系。用意外地点任务、膝跳反射任务和两个执行功能的任务（DCCS和手部游戏）对59名3~5岁的儿童施测。结果显示：（1）儿童在意外地点任务的“知否问题”上的表现显著好于“预测问题”,儿童对“知否问题”和“预测问题”的回答可能反映了心理理论发展的不同阶段。（2）膝跳反射任务,DCCS任务与“知否问题”三者间有显著的相关,且其高相关在排除年龄及语言能力的影响后仍保持显著。“双表征区分结构”可能是三者间具有共同的成分。     

抑制和加工速度与液态智力的年老化

研究抑制能力和加工速度在液态智力年老化过程中的相对作用。被试为142名18~85岁健康成年人,完成包括抑制优势反应、加工速度和液态智力共13项测验。分层回归分析显示,抑制能力与年龄相关的特异性变异,在控制简单的速度变量时较控制复杂的速度变量时更大;结构方程分析表明,对液态智力年老化的中介作用,当选取较复杂的速度变量时加工速度的作用更大,而当选取较简单的速度变量时抑制能力的作用更大。研究结果表明,在液态智力的年老化过程中,除了加工速度的作用之外,抑制能力也起重要的中介作用。该结果为认知年老化的抑制理论和执行衰退假说提供了认知行为学研究的证据,并且对加工速度理论作了有益的补充和修正     

The Mediating Role of Executive Functioning in the Relation Between Difficult Temperament and Physical Aggression

The present investigation tested the hypothesis that executive functioning (EF) would mediate the relation between difficult temperament (DT) and aggressive behavior. This model was tested in 310 adult men and women. DT was measured using the Dimensions of Temperament Scale—Revised, EF was measured using 7 well-established neuropsychological tests, and aggression was assessed using the Buss–Perry Aggression Questionnaire. EF successfully mediated the DT–aggression relation for men, however, the model did not hold for women. Results are discussed with regard to how they influence current models of aggressive behavior as well as their implications for future violence prevention efforts.     

Developmental change in the relation between executive functions and symptoms of ADHD and co‐occurring behaviour problems

In a sample of 92 children aged 6–13 years this study investigates the normal developmental change in the relation between executive functioning (EF) and the core behavioural symptoms associated with attention deficit hyperactivity disorder (ADHD) (hyperactivity/impulsivity and inattention) as well as symptoms often co‐occurring with childhood hyperactivity (conduct‐ and internalizing problems). EF was assessed by using multiple tests grouped through prior factor analysis, resulting in cognitive measures relating to disinhibition, speed/arousal, verbal working memory, non‐verbal working memory, and fluency. The results showed that although disinhibition was positively related to hyperactivity/impulsivity and inattention mainly for the youngest age group, there were no significant age effects for these relations. Instead, age effects were found for the relations between speed/arousal and inattention as well as for the relations between verbal working memory/fluency and inattention. In the oldest age group poor performance on these cognitive measures was associated with high ratings of inattention. For the total sample a relation was obtained between disinhibition and hyperactivity/impulsivity as well as between both working memory measures and internalizing problems. In conclusion, the results from this study suggest that poor inhibition is most clearly associated with ADHD symptoms for younger children, whereas poor functioning with regard to later developing and more complex executive functions such as working memory and fluency is associated with ADHD symptoms for older children. Copyright © 2006 John Wiley & Sons, Ltd.     

不同年级学生执行功能发展水平研究

工作记忆、抑制控制及认知灵活性是执行功能的主要成分。以小学三年级、五年级,初中二年级、高中二年级320名学生为被试,研究了他们执行功能各成分的发展。结果发现:工作记忆广度、抑制控制、认知灵活性的发展随着年级(或年龄)的增长而发展,各年级之间存在显著差异。     

认知能量模型--一种更为综合的ADHD认知理论

认知能量模型是J.A.Sergeant等人提出的一种解释ADHD缺陷机制的综合性实证理论。该模型基于信息加工理论,结合了状态因素理论和几种相对成熟的模型,尝试对ADHD提供一种较为理想的解释。本文在此对该模型的基本观点、模型结构及其有关的实证研究进行介绍,并探讨认知能量模型对于未来ADHD研究的启示。     

视空间和听觉数字记忆的混合广度

Ｆｒｉｃｋ成功地增加了混合通道的广度,其必要条件是同时呈现视觉刺激和反序报告。该文采用干扰更少的Ｃｏｒｓｉ视空间测验,即序列呈现视觉刺激,并用正序报告,进行混合广度的新实验。发现在分离通道报告的条件下其混合广度都明显地高于单一通道的广度,因此Ｆｒｉｃｋ的两个必要条件不总是必需的。这种新的混合广度实验可能对研究工作记忆的中央执行系统有益。比较了刺激呈现模式和被试反应方式对混合广度的影响     

评执行功能的问题解决理论

对执行功能的定义存在着多种理论观点,但由于执行功能的含义广泛,该领域仍缺乏一个统一明确的定义。鉴于已有的各种理论的不足,该文着重介绍了Zelazo等人提出的研究执行功能的新思路：根据问题解决的理论框架来构建执行功能的概念,从而把执行功能的不同方面就其功能暂时整合在一个统一的框架中。根据这个问题解决的框架,执行功能是一个由问题解决的四个阶段组成的宏观概念：问题表征、计划、执行、评价。这种观点承认执行功能内在的复杂性和层次性,并引导我们深入地研究各亚功能之间的相互作用,有助于我们将该领域内各种不同的研究结果整合起来;但这种理论本身也存在值得商榷的地方,不能毫无批判地接受。