Cognitive training improves emotion regulation in Chinese preschool children | |
Xie, Jinlan1; Liu, Siman2; Fang, Ping1 | |
刊名 | PEDIATRICS INTERNATIONAL |
2021-10-04 | |
通讯作者邮箱 | pfang2007@126.com (fang, ping) |
页码 | 8 |
关键词 | cognitive function emotion regulation executive function memory preschool |
ISSN号 | 1328-8067 |
DOI | 10.1111/ped.14661 |
产权排序 | 2 |
文献子类 | 实证研究 |
英文摘要 | Background The ability to regulate emotion effectively plays a key role in child psychosocial development and mental health. The current study examines the effect of cognitive training for executive function on emotion regulation in Chinese preschool children, and further investigate the underlying mediating mechanisms. Methods A cluster randomized control trial design with pre-test and post-test was conducted in 61 preschool children aged 3-6 years in China. The intervention group consisted of 30 children who received eight cognitive training sessions on executive function, while the control group consisted of 31 children who did not receive any psychological training. Children's executive function was measured individually via five laboratory tasks both in the pre-test and post-test. Adaptive and maladaptive emotion regulation strategies were coded in emotion-elicit contexts. Results Intervention group outperformed control group in working memory and inhibitory control. Children in the intervention group exhibited increased use of adaptive emotion regulation strategies and decreased use of maladaptive emotion regulation strategies than children in the control group. Mediation analyses indicated that there were significantly indirect effects of Intervention Condition on the gain scores of adaptive and maladaptive emotion regulation strategies through the gain score of inhibitory control. Conclusions Executive function training effectively promotes working memory, inhibitory control and the use of adaptive emotion regulation strategies, and reduces the use of maladaptive emotion regulation strategies. In addition, executive function training improves the use of adaptive and maladaptive emotion regulation strategies through the enhancement of inhibitory control capacity. |
收录类别 | SCI |
资助项目 | National Social Science Fund of China[BBA160046] |
WOS关键词 | EXECUTIVE FUNCTION ; REGULATION STRATEGIES ; INDIVIDUAL-DIFFERENCES ; REAPPRAISAL ; SYMPTOMS |
WOS研究方向 | Pediatrics |
语种 | 英语 |
出版者 | WILEY |
WOS记录号 | WOS:000703219900001 |
资助机构 | National Social Science Fund of China |
内容类型 | 期刊论文 |
源URL | [http://ir.psych.ac.cn/handle/311026/40347] |
专题 | 心理研究所_中国科学院行为科学重点实验室 |
通讯作者 | Fang, Ping |
作者单位 | 1.Capital Normal Univ, Sch Psychol, Beijing Key Lab Learning & Cognit, Beijing, Peoples R China 2.Chinese Acad Sci, Inst Psychol, CAS Key Lab Behav Sci, Beijing, Peoples R China |
推荐引用方式 GB/T 7714 | Xie, Jinlan,Liu, Siman,Fang, Ping. Cognitive training improves emotion regulation in Chinese preschool children[J]. PEDIATRICS INTERNATIONAL,2021:8. |
APA | Xie, Jinlan,Liu, Siman,&Fang, Ping.(2021).Cognitive training improves emotion regulation in Chinese preschool children.PEDIATRICS INTERNATIONAL,8. |
MLA | Xie, Jinlan,et al."Cognitive training improves emotion regulation in Chinese preschool children".PEDIATRICS INTERNATIONAL (2021):8. |
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