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題名 幼兒執行功能與就學準備度之研究
A study of executive function and school readiness in preschool children作者 吳盈諄
Wu, Ying Chun貢獻者 徐聯恩
Hsu, Michael L. A.
吳盈諄
Wu, Ying Chun關鍵詞 幼兒執行功能
就學準備度
工作記憶
衝動控制
認知靈活度
executive function
school readiness
working memory
inhibitory control
cognitive flexibility日期 2012 上傳時間 4-二月-2013 09:41:35 (UTC+8) 摘要 近十年來幼兒執行功能(executive function，簡稱EF)的重要性與相關研究，受到高度重視。幼兒執行功能與其未來正向發展和學業成就有很大的關聯，而執行功能是個體對本身思想和行為進行目標性之控制，以引導個體達成目標的一種機制與能力。從Head Start辦公室所規範的課程設計與幼兒學習標準皆可看出對於視幼兒執行功能的發展之重視。另一方面，「幼兒教育及照顧法」於101年1月正式上路，此法案對幼教界而言是一個劃時代的創舉，新課綱受到高度重視且注重幼兒全面發展，期望幼兒擁有良好的情緒並保持身心健康，培養幼兒自主、自律之態度與能力，而近十餘年來，幼兒就學準備度的觀念日趨重要，且就學準備度助於幼兒身心發展、利於教師課程教學與親師溝通，更能提升幼兒園之品質。是故，本研究先採用文獻分析探討幼兒執行功能與就學準備度的脈絡，再以相關研究法探討其結果。將蒐集資料進行統計分析，本研究以描述性統計分析、皮爾森績差相關、T檢定、單因子變異數分析、二因子變異數分析進行統計分析，其結論如下：壹、本研究所取樣之幼兒，具有良好的執行功能，以衝動控制表現最佳。貳、幼兒背景、幼兒園因素影響幼兒執行功能之相關：1.幼兒執行功能在本研究樣本幼兒之年齡分組並無顯著差異。2.認知靈活度在不同性別之幼兒表現上有顯著差異。3.衝動控制與認知靈活度在不同社經地位之幼兒表現上有顯著差異。4.衝動控制在不同父親教育程度之幼兒有顯著差異；母親教育程度與幼兒執行功能表現並無顯著差異。5.工作記憶與衝動控制在不同幼兒園類型之幼兒表現上達顯著差異。6.工作記憶與整體執行功能在幼兒園類型與社經地位之交互效果達顯著差異；與父親教育程度之交互效果，在衝動控制表現上達顯著差異。7.工作記憶在就讀年數不同之幼兒表現上有顯著差異；工作記憶與整體執行功能在幼兒年齡組與就讀年數之交互效果達顯著差異參、五歲幼兒就學準備度評量表與英國幼兒學習與發展評量表之相對照領域對應度為中等，呈中高度正相關。肆、研究所取樣之幼兒，其執行功能表現與就學準備度有顯著正相關。最後，研究者依據上述結論針對幼兒執行功能與就學準備度提出未來學術研與實務教學之建議，以期對未來幼兒教育相關人員有所助益。關鍵字：幼兒執行功能、工作記憶、衝動控制、認知靈活度、幼兒就學準備度
The development of executive function (EF) and achievement in children has been an important research topic in developmental psychology and cognitive neuroscience in the last decade. Executive function is strongly correlated with positive developmental and academic outcomes. The main purpose of this study were to : (a) explore the relationship between EF and school readiness; (b) understand the development of EF with five-years-old children in Taiwan; (c) explore the effect of different factors on EF. To accomplish these purposes, the methods adopted were a comprehensive literature review、 a questionnaire of school readiness and tests of EF. Participants are 108 children from the kindergartens of Wenshan District in Taipei City. The results are analyzed by descriptive statistics, t-test and ANOVA. The main result were summarized as follows:1. The participants have well performance at EF and the best is inhibitory control.2. The performance in cognitive flexibility is boy better than girl.3. Inhibitory control and cognitive flexibility contributed to the variance in socio-economic status; and only inhibitory control contributed uniquely to the variance in father’s education.4. Working memory and EF contributed to the variance in type of kindergarten; and only working memory contributed uniquely to the variance in schooling experience.5. 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國立政治大學
幼兒教育所
99157002
101資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099157002 資料類型 thesis dc.contributor.advisor 徐聯恩 zh_TW dc.contributor.advisor Hsu, Michael L. A. en_US dc.contributor.author (作者) 吳盈諄 zh_TW dc.contributor.author (作者) Wu, Ying Chun en_US dc.creator (作者) 吳盈諄 zh_TW dc.creator (作者) Wu, Ying Chun en_US dc.date (日期) 2012 en_US dc.date.accessioned 4-二月-2013 09:41:35 (UTC+8) - dc.date.available 4-二月-2013 09:41:35 (UTC+8) - dc.date.issued (上傳時間) 4-二月-2013 09:41:35 (UTC+8) - dc.identifier (其他 識別碼) G0099157002 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/56921 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 幼兒教育所 zh_TW dc.description (描述) 99157002 zh_TW dc.description (描述) 101 zh_TW dc.description.abstract (摘要) 近十年來幼兒執行功能(executive function，簡稱EF)的重要性與相關研究，受到高度重視。幼兒執行功能與其未來正向發展和學業成就有很大的關聯，而執行功能是個體對本身思想和行為進行目標性之控制，以引導個體達成目標的一種機制與能力。從Head Start辦公室所規範的課程設計與幼兒學習標準皆可看出對於視幼兒執行功能的發展之重視。另一方面，「幼兒教育及照顧法」於101年1月正式上路，此法案對幼教界而言是一個劃時代的創舉，新課綱受到高度重視且注重幼兒全面發展，期望幼兒擁有良好的情緒並保持身心健康，培養幼兒自主、自律之態度與能力，而近十餘年來，幼兒就學準備度的觀念日趨重要，且就學準備度助於幼兒身心發展、利於教師課程教學與親師溝通，更能提升幼兒園之品質。是故，本研究先採用文獻分析探討幼兒執行功能與就學準備度的脈絡，再以相關研究法探討其結果。將蒐集資料進行統計分析，本研究以描述性統計分析、皮爾森績差相關、T檢定、單因子變異數分析、二因子變異數分析進行統計分析，其結論如下：壹、本研究所取樣之幼兒，具有良好的執行功能，以衝動控制表現最佳。貳、幼兒背景、幼兒園因素影響幼兒執行功能之相關：1.幼兒執行功能在本研究樣本幼兒之年齡分組並無顯著差異。2.認知靈活度在不同性別之幼兒表現上有顯著差異。3.衝動控制與認知靈活度在不同社經地位之幼兒表現上有顯著差異。4.衝動控制在不同父親教育程度之幼兒有顯著差異；母親教育程度與幼兒執行功能表現並無顯著差異。5.工作記憶與衝動控制在不同幼兒園類型之幼兒表現上達顯著差異。6.工作記憶與整體執行功能在幼兒園類型與社經地位之交互效果達顯著差異；與父親教育程度之交互效果，在衝動控制表現上達顯著差異。7.工作記憶在就讀年數不同之幼兒表現上有顯著差異；工作記憶與整體執行功能在幼兒年齡組與就讀年數之交互效果達顯著差異參、五歲幼兒就學準備度評量表與英國幼兒學習與發展評量表之相對照領域對應度為中等，呈中高度正相關。肆、研究所取樣之幼兒，其執行功能表現與就學準備度有顯著正相關。最後，研究者依據上述結論針對幼兒執行功能與就學準備度提出未來學術研與實務教學之建議，以期對未來幼兒教育相關人員有所助益。關鍵字：幼兒執行功能、工作記憶、衝動控制、認知靈活度、幼兒就學準備度 zh_TW dc.description.abstract (摘要) The development of executive function (EF) and achievement in children has been an important research topic in developmental psychology and cognitive neuroscience in the last decade. Executive function is strongly correlated with positive developmental and academic outcomes. The main purpose of this study were to : (a) explore the relationship between EF and school readiness; (b) understand the development of EF with five-years-old children in Taiwan; (c) explore the effect of different factors on EF. To accomplish these purposes, the methods adopted were a comprehensive literature review、 a questionnaire of school readiness and tests of EF. Participants are 108 children from the kindergartens of Wenshan District in Taipei City. The results are analyzed by descriptive statistics, t-test and ANOVA. The main result were summarized as follows:1. The participants have well performance at EF and the best is inhibitory control.2. The performance in cognitive flexibility is boy better than girl.3. Inhibitory control and cognitive flexibility contributed to the variance in socio-economic status; and only inhibitory control contributed uniquely to the variance in father’s education.4. Working memory and EF contributed to the variance in type of kindergarten; and only working memory contributed uniquely to the variance in schooling experience.5. The analyses reveal a positive prospective association between EF and school readiness.Keyword: executive function、school readiness、working memory、inhibitory control、cognitive flexibility en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機與目的 1第二節 研究問題與假設 7第三節 名詞釋義 9第四節 研究範圍 10第二章 文獻探討 11第一節 幼兒執行功能及其相關探討 11第二節 幼兒就學準備度及其相關探討 61第三節 初探幼兒執行功能與就學準備度 75第三章 研究方法與設計 87第一節 研究架構 87第二節 研究對象 89第三節 研究工具 92第四節 研究方法與程序 109第五節 資料處理及分析方法 112第四章 研究分析與結果 113第一節 樣本資料描述性分析 113第二節 幼兒執行功能發展之現況分析 118第三節 不同背景之幼兒在執行功能之差異情形 121第四節 幼兒執行功能與就學準備度之相關情形 152第五節 綜合討論 158第五章 結論與建議 171第一節 結論 171第二節 建議 177參考文獻 181中文部分 181英文部分 183附錄 197附錄一 執行功能測驗工具 197附錄二 執行功能評分記錄表 199附錄三 家長同意書 200附錄四 五歲幼兒就準備度評量表 201附錄五 五歲幼兒就準備度評量表記錄本 230附錄六 英國幼兒學習與發展評量表 232 zh_TW dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099157002 en_US dc.subject (關鍵詞) 幼兒執行功能 zh_TW dc.subject (關鍵詞) 就學準備度 zh_TW dc.subject (關鍵詞) 工作記憶 zh_TW dc.subject (關鍵詞) 衝動控制 zh_TW dc.subject (關鍵詞) 認知靈活度 zh_TW dc.subject (關鍵詞) executive function en_US dc.subject (關鍵詞) school readiness en_US dc.subject (關鍵詞) working memory en_US dc.subject (關鍵詞) inhibitory control en_US dc.subject (關鍵詞) cognitive flexibility en_US dc.title (題名) 幼兒執行功能與就學準備度之研究 zh_TW dc.title (題名) A study of executive function and school readiness in preschool children en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 中文部分方聖文（2008）。幼兒就學準備度相關因素之比較硏究: 以台北縣、宜蘭縣為例。（未出版碩士論文）。國立政治大學幼兒教育研究所，台北市。余慧香（2010）。急性健身運動對注意力缺陷過動症學童在執行功能之效果。（未出版碩士論文）。國立中正大學運動與休閒教育研究所，嘉義市。李美方、黃立欣（譯）。發展心理學：兒童發展第七版（原作者：Berk L.E.著）。台北：雙葉書廊。（原出版年：2006）李晨帆（2009）。兒童教育成就之研究：幼兒就學準備度之觀點。（未出版碩士論文）。國立政治大學幼兒教育研究所，台北市。林生傳（2005）。教育社會學。台北：巨流。林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭和阮啟宏（2011）。以認知神經科學取向探討兒童注意力的發展和學習之關聯。教育心理學報，42（3），517-542。邱欣怡（2010）。不可忽視的力量：幼兒家長參與子女教育之現況及其影響。（未出版碩士論文）。國立東華大學幼兒教育學系，花蓮縣。邱浩政（2010）。量化研究與統計分析：SPSS中文視窗版資料分析力解析。台北市：五南。施玠羽（2007）。幼兒就學準備度相關因素之研究。（未出版碩士論文）。國立政治大學幼兒教育研究所，台北市。洪怡君（2006）。父母對幼兒的學校準備度觀點與其教養行為之相關研究。（未出版碩士論文）。國立臺北教育大學幼兒教育學系碩士班，台北市。徐聯恩、鄭雅方（2010）。五歲幼兒就學準備度評量表之發展。幼兒教育，297， 2-21。教育部（2010年3月4日）。2009年美國總統歐巴馬教改總回顧。教育部電子報。取自http://epaper.edu.tw/windows.aspx?windows_sn=5217教育部統計處（2012）。各級學校名錄【原始數據】，未出版之統計數據。取自http://www.edu.tw/statistics/content.aspx?site_content_sn=25656莊佳樺（2011）。蒙特梭利幼兒教育的幼兒就學準備度之研究。（未出版碩士論文）。國立政治大學幼兒教育研究所，台北市。陳孟筳（2009）。學齡期高功能自閉症與亞斯伯格症孩童執行功能之訓練成效。（未出版碩士論文）。國立成功大學行為醫學研究所，台南市。麻筱涵（2012）。3歲幼兒在卡片向度改變分類作業的認知彈性：命名與非語文刺激在工作記憶的角色。（未出版碩士論文）。慈濟大學人類發展學系碩士班，花蓮市。曾妙音、王雅玲、李瓊雯與張恬瑜（2011）。父母社經地位與國中生學習動機、學業成就之相關性研究。家庭教育雙月刊，32，6-27。黃暐鈞（2011）。英國幼兒基礎階段評量與就學準備度之研究。（未出版碩士論文）。國立政治大學幼兒教育研究所，台北市。劉惠君、陳麗卿（2010）。國小新生學童學校生活適應之研究。幼兒教育研究，2，107-142。蔡雅淳（2009）。「小就是大」－學前幼兒在執行功能作業中的抑制控制表現。（未出版碩士論文）。國立屏東教育大學幼兒教育學系，屏東市。鄭雅方（2009）。幼兒就學準備度評量之研究。（未出版碩士論文）。國立政治大學幼兒教育研究所台北市。盧美貴（2003）。我國五歲幼兒基本能力與能力指標建構研究。（教育部國民教育司委託研究案）賴涵婷（2012）。弱勢幼兒就學準備度及其日後學習成就之探討。（未出版碩士論文）。國立政治大學幼兒教育研究所，台北市。鍾怡靜（2009）。學前幼兒父母的教養信念及參與子女學習之相關研究。家庭教育與諮商學刊，6，35-57。英文部分Anderson P. 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