Executive Function And Pattern Ability In 5?6 Years Old Children

This study examined 5?6 years old children's level of executive function and patterning ability,based on former researches of the relationship between executive function and preschool mathematical patterning ability.Children with patterning ability defects and executive function impairment were diagnosed.According to the intervention-response theory and game theory,the researcher designed personalized intervention plans.Interventions were implanted and the effects of intervention on children's executive function and patterning ability were analyzed,so as to further prove the relationship between executive function and patterning ability.This research is divided into two study.In study 1,the participants were 120 children aged 5?6 years old from 4 kindergartens in Shanghai,including 62 girls and 58 boys with an average age of 69 months.The study use the self-made patterning ability test tools and executive function test tool examined and adopt the method of correlation analysis and regression analysis to explore the relationship between the executive function and mathematical pattern.In study 2,according to the survey results,two young children with patterning ability defects and executive function impairment were selected.Intervention was implemented three times a week,lasting 6 weeks.Assessment of performance on patterning ability and executive function were carried out after the training.Results indicated that:1.5?6 years old children's patterning ability was close to normal distribution patterning scores were significant differences in gender,girls better than boys.As for the difficulty of patterning task,pattern replication was the most easy,pattern filling took second place and the pattern conversion and comparison were the hardest.Young children's executive function score was close to normal distribution,and the age showed significant main effect on executive function.2.Children's ability of mathematical patterning and the total score showed significant correlation between executive function.Both children's level of inhibitory control and working memory could effectively predict patterning ability.3.The game intervention on the composition of executive function can improve children's working memory.The evidence of transfer from executive function training to mathematical patterning was observed.4.The individual's family learning environment and non-cognitive factors such as interest in learning,learning quality both play an important role on the effects of intervention.The factors intertwined with basic cognitive ability,influencing the development of young children's mathematical ability.