Возрастные изменения управляющих функций у детей 6-7 лет

Марина Захарова; Регина Мачинская

doi:10.54359/ps.v15i81.1079

Авторы

Марина Захарова Институт возрастной физиологии Российской академии образования, Москва, Россия
Регина Мачинская Институт возрастной физиологии Российской академии образования, Москва, Россия

DOI:

https://doi.org/10.54359/ps.v15i81.1079

Ключевые слова:

управляющие функции, произвольная регуляция когнитивной деятельности, рабочая память, внимание, предшкольный возраст, нейропсихология

Аннотация

Проведено нейропсихологическое исследование возрастных преобразований различных компонентов произвольной регуляции деятельности – управляющих функций (УФ) и избирательного внимания у детей трех последовательных возрастных групп: 6-6,5 лет (n = 28), 6,5-7 лет (n = 69) и 7-7,5 лет (n = 33). Обнаружена неравномерность в развитии отдельных компонентов УФ в предшкольном возрасте – интенсивное развитие функций программирования и избирательной регуляции при относительной незрелости самоконтроля. У младших детей отмечается более низкий уровень развития УФ в целом, при этом наиболее выраженные возрастные различия касаются способности усвоения инструкций и выработки алгоритмов, а также возможностей переключения как между отдельными действиями, так и между алгоритмами деятельности.

Скачивания

Данные скачивания пока недоступны.

Авторы

Марина Захарова, Институт возрастной физиологии Российской академии образования, Москва, Россия

Старший научный сотрудник лаборатории нейрофизиологии когнитивной деятельности Института возрастной физиологии Российской академии образования, 119121 Москва, ул. Погодинская, д. 8, корп. 2.

Регина Мачинская, Институт возрастной физиологии Российской академии образования, Москва, Россия

Доктор биологических наук, заведующая лабораторией нейрофизиологии когнитивной деятельности Института возрастной физиологии Российской академии образования, 119121 Москва, ул. Погодинская, д. 8, корп. 2.

Литература

Akhutina T.V., Kamardina I.O., Pylaeva N.M. Neiropsikholog v shkole. Individual'nyi podkhod k detyam s trudnostyami obucheniya v usloviyakh shkol'nogo obrazovaniya [Neuropsychologist at school. Individual approach to children with learning difficulties in a school setting]. Moscow: V. Sekachev Publ., 2014. 57 p. (in Russian)

Akhutina T.V., Kremlev A.E., Korneev A.A., Matveeva E.Yu., Gusev A.N. Razrabotka komp'yuternykh metodik neiropsikhologicheskogo obsledovaniya [The Computerized Battery of Neuropsychological Tests]. In Pechenkova E.V., Falikman M.V. (ed.), Kognitivnaya nauka v Moskve: novye issledovaniya [Cognitive science in Moscow: new research]. Moscow: OOO «Buki Vedi», IPPiP, 2017. Pp. 486–490. (in Russian)

Akhutina T.V., Pylaeva N.M. Preodolenie trudnostei ucheniya: neiropsikhologicheskii podkhod [Overcoming learning disabilities: neuropsychological approach]. Saint-Petersburg: Piter, 2008. 320 p. (in Russian)

El'konin D.B. Psikhologiya igry [Psychology of the game]. Moscow: VLADOS, 1999. 360 p. (in Russian)

Korneev A.A., Matveeva E.Yu., Akhutina T.V. Komp'yuternye metody neiropsikhologicheskoi diagnostiki [Computer methods of neuropsychological diagnostics]. Vesti BGPU, Ser.1., Pedagogika. Psikhologiya. Filosofiya, 2019, T.1. No.2. Pp. 84-89. (in Russian)

Lobnye doli i regulyatsiya psikhicheskikh protsessov [Frontal lobes and regulation of mental processes]. In Luriya A.R., Khomskoi E.D. (ed.). Moscow: MGU Publ., 1966. 740 p. (in Russian

Luriya A.R. Yazyk i soznanie [Language and Consciousness]. Moscow: MGU Publ., 1979. 320 p. (in Russian)

Machinskaya R.I. Upravlyayushchie sistemy mozga [Brain executive systems]. Zhurn. Vyssh. Nervn. Deyat. Im. I.P. Pavlova. 65(1), 2015, pp. 33-60. (in Russian)

Metody neiropsikhologicheskogo obsledovaniya detei 6-9 let [Methods of neuropsychological examination of children 6-9 years old]. Akhutina T.V. (ed.). Moscow: V.Sekachev Pub., 2016. 280 p. (in Russian)

Mozgovye mekhanizmy formirovaniya poznavatel'noi deyatel'nosti v predshkol'nom i mladshem shkol'nom vozraste [Brain mechanisms of the formation of cognitive activity in preschool and primary school age]. Machinskaya R. I., Farber D.A. (ed.). Moscow: NOU VPO «MPSU»; Voronezh: MODEK, 2014. 440 p. (in Russian)

Semenova O.A. Formirovanie poznavatel'noi deyatel'nosti v detskom vozraste [Formation of cognitive activity in childhood]. In Machinskaya R.I., Farber D.A. (ed.), Mozgovye mekhanizmy formirovaniya poznavatel'noi deyatel'nosti v predshkol'nom i mladshem shkol'nom vozraste [Brain mechanisms of the formation of cognitive activity in preschool and primary school age]. Moscow: NOU VPO «MPSU»; Voronezh: MODEK, 2014. Pp. 16-41. (in Russian)

Semenova O.A., Koshel'kov D.A. Osobennosti proizvol'noĭ regulyatsii deyatel'nosti u deteĭ 5-6 let s priznakami defitsita vnimaniya i giperaktivnosti [Features of voluntary regulation of activity in children 5-6 years old with signs of attention deficit and hyperactivity disorder]. Novye issledovaniya [New research], 2008, T. 17, No 4, pp. 21-38. (in Russian)

Semenova O.A., Koshel'kov D.A., Machinskaya R.I. Vozrastnye izmeneniya proizvol'noi regulyatsii deyatel'nosti v starshem doshkol'nom i mladshem shkol'nom vozraste [Age-related changes in voluntary regulation of activity in preschool and primary school age]. Kul'turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2007, No.4, pp.39-49. (in Russian)

Semenova O.A., Machinskaya R.I., Lomakin D.I. Vliyanie funktsional'nogo sostoyaniya regulyatornykh sistem mozga na effektivnost' programmirovaniya, izbiratel'noi regulyatsii i kontrolya [The Influence of the functional state of brain regulatory structures on the programming, selective regulation and control of cognitive activity in children]. Fiziologiya cheloveka [Human physiology], 2015, T. 41, No. 4, pp.5-17.

Shapovalenko I.V. Vozrastnaya psikhologiya [Developmental psychology]. Moscow: Gardariki, 2005. 349 p. (in Russian)

Zhizhina O.G., Korneev A.A., Matveeva E.Yu. Vozrastnye osobennosti vypolneniya komp'yuternykh metodik neiropsikhologicheskogo obsledovaniya det'mi 6-9 let [Age differences in results of computer-based neuro- psychological tests in 6-9 years old children]. [Elektronnyi resurs] Psikhologicheskie issledovaniya [Psychological research], 2021, T. 14, No. 77, p. 1. URL: http://psystudy.ru/index.php/num/2021v14n77/1875-zhizhina77.html (Accessed: 10.09.2021). (in Russian)

Zakharova M., Sugrobova G., Machinskaya R. Age-related changes of executive functions in children aged 5-7 years. In Pechenkova E.V., Falikman M.V., Koifman A.Ya. (ed.), Kognitivnaya nauka v Moskve: novye issledovaniya [Cognitive science in Moscow: new research]. Moscow: OOO «Buki Vedi», IPPiP, 2021. Pp. 154–159. (in Russian)

Absatova K.A. Applying Automated Working Memory Assessment and Working Memory Rating Scale in Russian Population. The Russian Journal of Cognitive Science, 2015. Vol. 3 (1–2). Pp. 21–33.

Alloway T.P. Automated Working Memory Assessment: Manual. London: Pearson Assessment, 2007.

Alloway T.P., Alloway R.G. Investigating the Predictive Roles of Working Memory and IQ in Academic Attainment. Journal of Experimental Child Psychology, 2010, 106, 20-29. DOI:10.1016/j.jecp.2009.11.003.

Alloway T.P., Alloway R.G. Working memory across the lifespan: A cross-sectional approach // Journal of Cognitive Psychology, 2013. Vol. 25. No.1. Pp. 84–93. DOI:10.1080/204459 11.2012.748027.

Alloway T.P., Gathercole S.E., Pickering S.J. Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable? Child Development, 2006, 77(6), 1698–1716. DOI:10.1111/j.1467-8624.2006.00968.x.

Baddeley A. The episodic buffer: a new component of working memory? Trends. Cogn. Sci. 2000, Vol. 4, No. 11. Pp. 417-423.

Blair C., Razza R.P. Relating effortful control, executive function, and false-belief understanding to emerging math and literacy ability in kindergarten. Child Development, 2007. Vol 78. P.647–663.

Bull R., Espy K.A., Wiebe S.A. Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Dev Neuropsychol. 2008. Vol. 33, No 3. Pp. 205-228.

Cowan N. An Embedded-Processes Model of Working Memory. // In Miyake A., Shah P. (Eds.), Models of Working Memory: Mechanisms of Active Maintenance and Executive Control, 1999. pp. 62-101. Cambridge: Cambridge University Press. DOI:10.1017/CBO9781139174909.006.

Davidson M.C., Amso D., Anderson L.C., Diamond A. Development of cognitive control and exec- utive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 2006, 44(11), 2037-2078. DOI:10.1016/j.neuropsycholo- gia.2006.02.006.

Diamond A. Executive functions. Annual review of psychology, 2013, No. 64, pp. 135-168. DOI:10.1146/annurev-psych-113011-143750.

Diamond A. Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. Principles of frontal lobe function / Ed. By D.T. Stuss, R.T. Knight – Oxford University Press., 2002. – pp. 466-503.

Garon N., Bryson S.E., Smith I.M. Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 2008, 134(1), pp. 31–60. DOI:10.1037/0033-2909.134.1.31.

Luna B. What has fMRI told us about the development of cognitive control through adolescence? / B. Luna, A. Padmanabhan, K. O’Hearn // Brain Cogn. 2010, Vol. 72, No 1, pp. 101-113.

Pailian H., Libertus M.E., Feigenson L. Visual working memory capacity increases between ages 3 and 8 years, controlling for gains in attention, perception, and executive control. Atten Percept Psychophys, 2016, 78, pp. 1556–1573. DOI:10.3758/s13414-016-1140-5.

Perlman S.B., Huppert T.J., Luna B. Functional near-infrared spectroscopy evidence for development of prefrontal engagement in working memory in early through middle childhood. Cerebral Cortex, 2016, 26, No.6, pp.2790-2799. DOI:10.1093/cercor/bhv139.

Posner M.I., DiGirolamo G.J. Executive attention: Conflict, target detection, and cognitive control // In R. Parasuraman (Ed.), The attentive brain. The MIT Press., 1998, pp. 401–423.

Repovs G., Baddeley A. The multi-component model of working memory: explorations in experimental cognitive psychology. Neuroscience, 2006, Apr 28; 139(1), рр. 5-21. DOI: 10.1016/j.neuroscience.2005.12.061.

Riggs N.R., Greenberg M.T., Kusché C.A., Pentz M.A. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 2006. Vol. 7. Pр.91–102.

Rueda M.R., Fan J., McCandliss B.D., Halparin J.D., Gruber D.B., Lercari L.P., Posner M.I. Development of Attentional Networks in Childhood. Neuropsychologia, 2004, Vol. 42, pp. 1029-1040.

Shipstead Z., Redick T.S., Engle R.W. Is working memory training effective? Psychological Bulletin, 2012, 138(4), рр. 628–654. DOI:10.1037/a0027473.

Solovieva Y., Quintanar L. Qualitative neuropsychological assessment of children // 2nd International Neuropsychological Summer School named after A.R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”: Proceedings of Science School (Ekaterinburg, August 20–22, 2020). Ekaterinburg: Ural University Press, 2020, pp. 23-26.

Welsh M.C., Pennington B.F., Grossier P.B. A normative-developmental study of executive function. Developmental Neuropsychology, 1991, Vol. 7, pp. 131-149. DOI:10.1080/87565649109540483.