2～3.5岁儿童执行功能发展特点及其言语能力的影响

2~3.5岁是婴儿成长到幼儿的重要发展转折期,也是儿童执行功能及言语能力的发展萌芽期。研究通过测查北京市81名2~3.5岁儿童在固定盒子任务、搭积木任务、A非B任务和皮博迪图片词汇测验上的表现,探究了该年龄段儿童执行功能的发展特点、各成分间的内部关系、以及言语能力对执行功能的影响。结果发现:(1)在2~3.5岁期间,除认知灵活性外,儿童的工作记忆与抑制控制均快速发展,其中,2.5岁前后是工作记忆与抑制控制的重要发展时期;(2)在2~3岁期间,认知灵活性与工作记忆之间相关密切,在3~3.5岁期间,认知灵活性与抑制控制的相关密切,3岁是儿童执行功能内部成分关系的重要发展转折期;(3)在2~3.5岁期间,儿童言语能力呈现快速发展,并且言语能力对该年龄段执行功能各成分间关系产生一定的影响,但不同言语能力的儿童在执行功能各成分的表现并没有显著差异。

The Developmental Characteristics of Executive Functions and the Influence of Verbal Ability on Children Aged 2 to 3.5 Years Old

The age from 2 to 3.5 is an important period for children transitioning from infant to young child, which is also important regarding to children's development of executive functions and verbal ability. The aim of this study was to explore the developmental characteristics of children's executive functions, the relationships among the three components, and the effects of verbal ability on executive functions. 81 children from Beijing, aged 2 to 3.5 years old, participated in this study and completed the fixed box task, the building blocks task, the A-not-B task and the Peabody Picture Vocabulary Test. The results showed that:(1) during the age of 2 to 3.5, children's working memory and inhibitory control developed quickly, except for the cognitive flexibility. 2.5 years old is the vital period for the development of working memory and inhibitory control;(2) during the period of 2 to 3 years old, cognitive flexibility is closely associated with working memory; while during the period of 3 to 3.5 years old, cognitive flexibility is closely related to inhibitory control. As for the relationship among the three components of executive functions, 3 years old is the key turning period. This result supported Garon's hypothesis that the development of cognitive flexibility based on the working memory and inhibitory control.(3) during the period of 2 to 3.5 years old, verbal ability developed rapidly, and this ability has some effects on the internal relationship of executive functions, however, different levels of verbal ability don't contribute to children's performance in executive functions' tasks significantly.