摘要
本研究追踪考察139名儿童7岁、8岁和9岁时在计划和注意任务上的表现,并利用交叉滞后模型分析此期间计划能力与注意能力不同成分(持续性注意,抑制控制和选择性注意)在发展上的关系。结果发现抑制控制和选择性注意与计划能力在8~9岁期间存在着正向的双向作用关系,而7岁时的持续性注意和抑制控制正向预测8岁时的计划能力,7岁时的计划能力正向预测8岁时的选择性注意。这些结果表明计划能力和注意能力的不同成分之间存在着发展上的双向作用关系。
PPlanning is an important developmental outcome in middle childhood, and is also an important correlate of academic achievement during school years. Planning is defined as the ability to formulate a strategy prior to action, execute the strategy, and verify whether the strategy is effective for solving a problem. It was argued that the planning process involved different attention skills, such as sustained attention to focus on the task, selective attention on the target characteristics, and attentional control to inhibit the preponderant but inappropriate responses. The previous studies showed attentional control and sustained attention significantly correlated with the development of planning, but it is unknown whether selective attention uniquely predicts planning. In addition, most of these studies used concurrent design, and thus little is known about the predictive power of earlier attention skills over later planning or about the direction of the relationships between planning and attention skills. Therefore, this study aimed to examine the dynamic developmental relationships between planning and different components of attention skills （sustained attention, attention control, and selective attention） in middle childhood. One hundred thirty-nine 7-year-old children from a primary school in Shanghai （67 boys and 72 girls, mean age = 89.81 months, SD = 3.22 months） were followed until they were 9 years old, and were annually assessed on planning, sustained attention, attentional control, and selective attention. Planning tasks were from the planning subtest of the Das-Naglieri Cognitive Assessment and attention was assessed by tasks from the Test of Everyday Attention for Children. The Pearson Correlations between planning and three components of attention （composite scores） indicated a significant stability for these four skills during the period from age 7 to age 9 and significant correlations between these variables at three points. The cross-lagged model was used to examine the developmental relationships between planning and three attention skills, and fitted well with the data （x2/df= 2.30, GFI = .96, CFI = .97, RMSEA = .09）. The results showed the effects between planning and attention skills and those between planning and selective attention were bidirectional during the period from age 8 and age 9, but sustained attention and attentional control at age 7 predicted planning at age 8, and planning at age 7 predicted selective attention. In general, the results indicated a mutual positive relationship between planning and different attention skills, but the relationships between planning and three attention components varied in the magnitude and direction.
出处
《心理科学》
CSSCI
CSCD
北大核心
2018年第1期51-57,共7页
Journal of Psychological Science
基金
本研究得到国家自然科学基金(71373081)、中国博士后科学基金(2016M601624)以及上海师范大学校级项目(310-KC112-A-0230-17-001006)的资助.
关键词
计划能力
持续性注意
抑制控制
选择性注意
交叉滞后
planning, sustained attention, attentional control, selective attention, cross-lagged model
