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.
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页数：9
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