Teaching others rule-use improves executive function and prefrontal activations in young children

被引：32

作者：

Moriguchi, Yusuke ^{[1
,2
]}

Sakata, Yoko ^{[3
]}

Ishibashi, Mikako ^{[1
]}

Ishikawa, Yusuke ^{[3
]}

机构：

[1] Joetsu Univ Educ, Dept Sch Educ, Joetsu 9438512, Japan

[2] Japan Sci & Technol Agcy, Precursory Res Embryon Sci & Technol, Kawaguchi, Saitama, Japan

[3] Aichi Shukutoku Univ, Dept Psychol, Nagakute, Aichi, Japan

来源：

FRONTIERS IN PSYCHOLOGY | 2015年 / 6卷

关键词：

executive function; prefrontal cortex; teaching; pretend play; SCHOOL-AGE-CHILDREN; IMAGINARY COMPANIONS; PRESCHOOL; BEHAVIOR; PLAY;

D O I：

10.3389/fpsyg.2015.00894

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Intervention of executive function during early childhood is an important research topic. This study examined the effect of a child-friendly intervention program, where children interacted with a doll or a puppet. Children were presented with cognitive shifting tasks before and after an intervention. In the intervention, children interacted with a doll or a puppet, and taught rules of the cognitive shifting tasks to the object. As the results, 3- to 5-year-old children significantly improved the performances and strengthened activations in the lateral prefrontal regions as measured by near-infrared spectroscopy. The results suggest that interaction with a doll or a puppet may have a significant impact on the development of executive function.

引用

页数：9

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