拼图能力与幼儿抑制控制的关系:持续性注意和言语能力的中介作用

doi:10.16187/j.cnki.issn1001-4918.2025.05.03

摘要/Abstract

摘要： 基于Vygotsky的相关理论,研究选取188名2至4岁幼儿,采用Stroop大小任务、持续性操作测验和皮博迪图片词汇测验分别测量幼儿的抑制控制、持续性注意和言语能力,试图探究拼图能力与幼儿抑制控制的关系,以及持续性注意和言语能力的作用。结果发现:(1) 拼图能力分别显著正向预测幼儿持续性注意和言语能力,而持续性注意和言语能力分别显著正向预测抑制控制;(2) 持续性注意和言语能力在拼图能力与幼儿抑制控制之间分别起单独中介作用;(3) 持续性注意与言语能力在拼图能力与幼儿抑制控制间起序列中介作用。研究丰富了拼图能力通过影响与幼儿抑制控制有关的基础认知过程(即持续性注意和言语能力)的解释视角。

关键词: 拼图能力, 抑制控制, 持续性注意, 言语能力

Abstract: Based on Vygotsky’s relevant theories, 188 preschoolers aged 2 to 4 years were selected for this study. The Stroop Test, the Continuous Performance Test, and the Peabody Picture Vocabulary Test were used to measure inhibitory control, sustained attention, and verbal ability, respectively. On this basis, this study attempted to investigate the relationship between jigsaw puzzle ability and inhibitory control of preschoolers, and the sequential mediating role of sustained attention and verbal ability. The results showed that: (1) Jigsaw puzzle ability significant positive predicted sustained attention and verbal ability, while sustained attention and verbal ability significant positive predicted inhibitory control; (2) Sustained attention and verbal ability played separate mediating roles between jigsaw puzzle ability and inhibitory control in preschoolers; (3) Sustained attention and verbal ability acted as sequential mediators between jigsaw puzzle ability and inhibitory control in preschoolers. This study enriches the explanatory perspective that jigsaw puzzle ability by affecting the underlying cognitive processes (i.e., sustained attention and verbal ability) associated with preschoolers’ inhibitory control.

Key words: jigsaw puzzle ability, inhibitory control, sustained attention, verbal ability

中图分类号:

B844

辛聪, 程平, 郑远霞, 刘国雄. 拼图能力与幼儿抑制控制的关系:持续性注意和言语能力的中介作用[J]. 心理发展与教育, 2025, 41(5): 626-638.

XIN Cong, CHENG Ping, ZHENG Yuanxia, LIU Guoxiong. The Relationship between Jigsaw Puzzle Ability and Inhibitory Control of Young Children: The Mediation Effects of Sustained Attention and Verbal Ability[J]. Psychological Development and Education, 2025, 41(5): 626-638.

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