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巴西進(jìn)行的以106人的6歲~8歲的孩子為對(duì)象的認(rèn)知測(cè)試（之后還進(jìn)行了全國(guó)范圍的調(diào)查），結(jié)果一致，呈現(xiàn)出“越是教師口中成績(jī)不好的學(xué)生短期記憶能力越差，越是成績(jī)優(yōu)秀的學(xué)生短期記憶能力越優(yōu)秀”的傾向。 —>不管是成人還是孩子，短期記憶的日常訓(xùn)練都是非常必要的，特別是幼小孩子的短期記憶訓(xùn)練，要早早通過(guò)教育和玩樂(lè)來(lái)積極訓(xùn)練，這個(gè)結(jié)果會(huì)從小學(xué)4、5年級(jí)開(kāi)始會(huì)顯現(xiàn)巨大的差。 原文： Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as 'poor readers'. Abstract This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or S?o Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled 'Working Memory/Cognitive Flexibility,' 'Interference Suppression,' 'Selective Attention,' and 'Response Inhibition.' Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. …… 研究論文地址：網(wǎng)頁(yè)鏈接 |
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來(lái)自： 藍(lán)天白云tofwsu > 《學(xué)習(xí)方法》
