Components and Developmental Differences of Executive Functioning for School-Aged Children

被引:69
作者
Wu, Kitty K. [1 ]
Chan, Sumee K. [2 ]
Leung, Patrick W. L. [3 ]
Liu, Wai-Sum [4 ]
Leung, Flora L. T. [4 ]
Ng, Richard
机构
[1] Kwai Chung Hosp, Clin Psychol Serv, Hong Kong, Hong Kong, Peoples R China
[2] Princess Margaret Hosp, Dept Clin Psychol, Hong Kong, Hong Kong, Peoples R China
[3] Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China
[4] Kowloon Hosp, Hong Kong, Hong Kong, Peoples R China
关键词
COGNITIVE-DEVELOPMENT; FLUID INTELLIGENCE; BRAIN-DEVELOPMENT; CHILDHOOD; ATTENTION; ADOLESCENCE; INHIBITION; DIMENSIONS; LONDON; TOWER;
D O I
10.1080/87565641.2010.549979
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
This study examined the developmental differences, components, and underlying factor structure of executive functioning (EF) in school-aged children by utilizing subtests from Test of Everyday Attention for Children and some additional EF tests. The developmental differences identified across age groups between 7 to 14 years for a sample of 185 children support a multistage interpretation of EF development. Structural equation modeling was used to test models with three first-order EF components which included shifting, working memory/updating, and inhibition. Results indicated that the first-order full, three-factor model was the best model among all the alternative first-order and second-order models.
引用
收藏
页码:319 / 337
页数:19
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