The Intervention Study Of Executive Function In Preschool Children

Background:Executive function refers to a series of individual psychological process to supervise and control people's consciousness and behavior. There are three core EFs: inhibition control, working memory and cognitive flexibility.3-6 years of age is the key period for the development of executive function of children, children's executive function will have a qualitative leap. Executive function plays a very important role in people's learning, career, life, friendship, marriage and health. Therefore, many domestic and foreign researchers study on the intervention training that can improve children's EF performance. However, most of the previous studies take the school age children as the research objects, few studies have studied the preschool children as the research objects. Besides, because of the different research objects, training projects, evaluation means, and so on, there is no consistency between the research results. In addition, in the specific tasks of training, the training program used in the past are computer games.Objective:To explore the localization of the foreign game form, whether can still play the role of improving children's executive function. It is of great significance to enrich the curriculum content of preschool children, and to make full use of the key period to develop children's executive function.Methods:children aged 4-6 years were studied, a single factor experiment (training program:no training project, working memory, inhibition control) was designed. The subjects were divided into control group, working memory group and inhibition control group. Using visual-spatial grid task, auditory CPT, go/no go paradigm and flanker task and the experimental subjects were measured before and after to test of the changes of visual spatial working memory, auditory attention, inhibition of dominant response and disturbance control. Results of the data were analyzed by paired sample t test of SPSS 16.Results:After 10 days of intervention, (1) the results of the working memory group in the visual-spatial grid task before and after change significantly, p<0.01; the results in the Go/no-go paradigm before and after are not significant, p-0.096; the results in the Flanker task before and after are not significant, p= 0.084; the results in the auditory CPT before and after change significantly,p<0.01. (2) the results of the inhibition control group in the visual-spatial grid task before and after are not significant, p= 0.344; the results in the Go/no-go paradigm before and after are not significant, p= 0.159; the results in the Flanker task before and after are not significant, p= 0.203; the results in the auditory CPT before and after change significantly,p<0.05. (3) the results of the control group in the visual-spatial grid task before and after are not significant, p= 0.191; the results in the Go/no-go paradigm before and after are not significant, p= 0.347; the results in the Flanker task before and after are not significant, p= 0.741; the results in the auditory CPT before and after are not significant,p= 0.339.Conclusion:30 minutes daily for 10 days visual spatial training can improve children's visual spatial working memory and auditory ability, but have no effect on the performance of the inhibitory control test.30 minutes daily for 10 days inhibitory control training can not improve the children's inhibitory control, and the performance of the visual spatial working memory, but can improve the children's auditory attention.Working memory training can effectively improve the visual spatial working memory in children, inhibitory control training can not improve the children's inhibitory control, which are consistent with Thorell. In addition, the results of this study show that the training effect of inhibitory control can be migrated to the auditory attention test, which are different from the study of Thorell, and this may be related to the training form and the training time.