阅读困难儿童的执行功能结构分化滞后于正常发展儿童

doi:10.16187/j.cnki.issn1001-4918.2026.03.03

摘要/Abstract

摘要： 尽管已有研究发现阅读困难儿童在执行功能任务上的表现显著低于正常发展儿童,但两组儿童在执行功能结构上是否存在差异尚不清楚。本研究首次聚焦于阅读困难儿童的执行功能结构特征。以3~6年级阅读困难儿童(n=117)和正常发展儿童(n=117)为研究对象,被试完成测查工作记忆更新、抑制和转换的七个实验任务。首先,采用方差分析考察阅读困难儿童和正常发展儿童在执行功能任务上的表现差异。其次,在阅读困难儿童和正常发展儿童中,采用验证性因素分析分别建构五个竞争模型来比较两组在执行功能结构上的差异。结果表明,阅读困难儿童在工作记忆更新、抑制和转换任务上的表现均显著低于正常发展儿童。最为重要的是,阅读困难儿童的工作记忆更新、抑制和转换仍然为不可分离的单因素结构;但正常发展儿童的工作记忆更新已经分化为独立成分,抑制和转换尚未分离。由此可见,阅读困难儿童的执行功能缺陷不仅体现在任务层面,还体现在结构层面,即阅读困难儿童的执行功能结构分化明显滞后于正常发展儿童。

关键词: 阅读困难儿童, 执行功能结构, 工作记忆更新, 抑制, 转换

Abstract: Although there have been studies indicating that children with reading difficulties perform worse on executive function tasks than typically developing children, it remains unclear whether there is a distinction in the structure of executive function between the two groups of children. The present study, for the first time, explored the structure of executive function in children with reading difficulties. To this end, children with reading difficulties in grades 3~6 (n = 117) and typically developing children (n = 117) were asked to complete seven experimental tasks tapping working memory updating, inhibition and shifting. First, the analysis of variance was conducted to test the differences in the performance on executive function tasks between children with reading difficulties and typically developing children. Second, confirmatory factor analysis was conducted to verify five competing models among children with reading difficulties and typically developing children, respectively. The results showed that children with reading difficulties performed significantly worse than their typically developing counterparts on working memory updating, inhibition and shifting tasks. More importantly, the working memory updating, inhibition and shifting components were characterized as an undistinguished single-factor structure in children with reading difficulties. However, in the control group, working memory updating had differentiated into an independent component, while inhibition and shifting remained undissociated. In summary, the executive function deficits of children with reading difficulties are reflected not only at the task-performance level, but also at the structural level. Specifically, the structural differentiation of executive function in children with reading difficulties lags behind that of typically developing children.

Key words: children with reading difficulty, structure of executive function, working memory updating, inhibition, shifting

中图分类号:

B844

韩燕, 郭筱琳, 杨文静, 张恒, 王腾飞. 阅读困难儿童的执行功能结构分化滞后于正常发展儿童[J]. 心理发展与教育, 2026, 42(3): 326-336.

HAN Yan, GUO Xiaolin, YANG Wenjing, ZHANG Heng, WANG Tengfei. Structural Differentiation of Executive Function in Children with Reading Difficulties Lags behind that of Typically Developing Children[J]. Psychological Development and Education, 2026, 42(3): 326-336.

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