Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (5): 626-638.doi: 10.16187/j.cnki.issn1001-4918.2025.05.03

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The Relationship between Jigsaw Puzzle Ability and Inhibitory Control of Young Children: The Mediation Effects of Sustained Attention and Verbal Ability

XIN Cong1, CHENG Ping2, ZHENG Yuanxia1, LIU Guoxiong1   

  1. 1. School of Psychology, Nanjing Normal University, Nanjing 210097;
    2. Nanjing Toi Co., Ltd, Nanjing 210000
  • Published:2025-09-15

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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

CLC Number: 

  • B844
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