学前儿童执行功能与行为问题的关系

Relationship between Executive Function and Behavior Problems in Preschoolers

目的:考察学前儿童执行功能与行为问题的关系及可能存在的性别差异。方法:以333名学前儿童为被试,采用EF-Touch(实验评估)和学前儿童执行功能行为评定量表(母亲报告)评估儿童的执行功能,采用儿童长处困难问卷(教师和母亲报告)评估儿童的行为问题。结果:1实验评估与母亲报告的执行功能相关性较低;2在控制多动/注意缺陷后,实验评估的执行功能各成分与儿童品行问题的相关均不再显著;在控制品行问题后,实验评估的执行功能各成分与儿童多动/注意缺陷间的负相关仍显著;3与实验评估相比,母亲报告的工作记忆和抑制控制与行为问题的关系更强;4实验评估的工作记忆和注意转移与男孩多动/注意缺陷之间的相关显著或边缘显著高于女孩。结论:执行功能与行为问题的关系主要表现在其与多动/注意缺陷的关系上,且两者关系存在部分性别差异。

Objective： To examine the relationship between executive functions（EF） and behavioral problems in Chi- nese preschoolers. Methods： A total of 333 Chinese preschool-age children and their mothers and teachers participated in this study. Children＇ s EF were assessed by EF-Touch Program and maternal-report on Behavioral Rating inventory of Ex- ecutive Function-Preschooler Version, and children＇ s behavior problems was assessed by maternal-report and teacher-re- port on the Strengths and Difficulties Questionnaire. Results： （1）Correlations between two types of measures on child EF were low; （2）Child EF by EF-Toueh Program was not related to conduct problems after controlling for hyperactivity, but it was still significantly related to hyperactivity after controlling for conduct problems; （3）Working memory and inhibition by maternal-report were more strongly related to child behavior problems than those by EF-Touch Program; （4）Working memo- ry and attention shift by EF-Touch Program were more significantly related to hyperactivity for boys than for girls. Conclu- sions： Child EF is negatively associated with behavior problems, particularly with hyperactivity.