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摘 要：为考察跆拳道训练对学龄前儿童执行功能发展的影响，选取北京市某学前4个班63名5～6岁儿童作为实验对象；随机选取2个班为跆拳道训练组，共32人，另外2个班为常规体育课组，共31人。对跆拳道训练组儿童进行16周跆拳道训练干预，2次/周；常规体育课组儿童进行常规体育课程。在干预前后使用NIH Toolbox工具中Flanker抑制控制与注意测试任务、标准卡片分类任务和工作記忆排列测试任务，分别测查实验对象执行功能的3个子成分。结果：跆拳道训练组与常规体育课组儿童在侧抑制控制和注意任务（P<0.01）、标准卡片分类任务（P<0.05）上的差异具有统计学意义，跆拳道训练组高于常规体育课组；前测侧抑制控制和注意任务得分处于后27%的跆拳道训练组儿童经过跆拳道训练干预，相较于该任务前测得分处于前27%的儿童提升分数差异具有统计学显著性意义（P<0.05），后27%的被试者提升程度大于前27%的被试者，而常规体育课组没有显示出这种差异。结果说明，16周跆拳道训练对5～6岁儿童抑制控制及认知灵活性的提高作用达到统计学意义上的显著水平；其中，相对于抑制控制基线水平较高的儿童，抑制控制基线水平较低的儿童获益更大。
关 键 词：运动心理学；执行功能；抑制控制；认知灵活性；工作记忆；跆拳道；学龄前儿童
中图分类号：G852 文献标志码：A 文章编号：1006-7116（2018）05-0119-07
Abstract： In order to examine the effects of taekwondo training on preschool children’s execution function development， the authors selected 63 children aged 5-6 in 4 preschool classes in Beijing as the experiment objects， randomly selected 2 classes as the taekwondo training group， which includes totally 32 children， and the other 2 classes as the regular physical education class group， which includes total 31 children. The authors carried out 16-week taekwondo training intervention on the children in the taekwondo training group twice a week， and regular physical education courses on the children in the regular physical education class group. Before and after the intervention， the authors respectively measured the 3 subcomponents of the experiment objects’ execution function by using the Flanker inhibition control and attention test task， standard card classification task and working memory arrangement test in the NIH Toolbox， and revealed the following findings： the differences between the children in the taekwondo training group and the children in the regular physical education class group in measuring inhibition control and attention task （P<0.01）， standard card classification task （P<0.05） were statistically significant， the taekwondo training group’s score was higher than the regular physical education class group’s score； after taekwondo training intervention， the children in the taekwondo training group， whose scores measured before the task for inhibition control and attention task were at bottom 27%， had improved score differences that were statistically significant （P<0.05） as compared with those of the children whose scores measured before the task were at top 27%， the degree of improvement of the bottom 27% testees was greater than that of the top 27 testees， while the regular physical education class group did show such differences. The said findings indicated the followings： 16-week taekwondo training’s function in improving the inhibition control and perception flexibility of children aged 5-6 reached a statistically significant level； therein， the children with a lower inhibition control baseline level benefited more than the children with a higher inhibition control baseline level. 一是家长和学校应该重视学龄前阶段儿童体育运动参与情况，把握儿童执行功能发展的关键阶段。儿童执行功能能够影响其未来诸多行为及认知能力的发展，3～6岁是儿童抑制控制的关键发展期，而运动是提高该阶段儿童执行功能的有效措施之一，因此学校和家长应该抓住这一时期为儿童参加体育运动创造条件，摒弃运动会使儿童更难自控的错误观念。将执行功能训练融入体育教育中，关键要找到运动与执行功能的契合点，将体育方案的设计、运动项目及背景环境的选择以及执行功能训练综合应用到学校和家庭教育中，是促进儿童执行功能发展的关键措施。 二是注重儿童的个体差异。根据差别易感性假说（Differential Susceptibility Hypothesis），有些儿童可塑性较高，因此既容易受到环境的不利影响，也更易受到干预的积极影响[21]。与本研究结论相结合即儿童自身的特点能够影响运动干预对执行功能产生的作用，这也可能是最初抑制控制较差儿童经过干预后提升程度更大的原因之一。因此，未来可围绕“儿童-环境”交互作用的思路继续研究，进一步探索不同运动干预方式对不同易感性儿童发展的差异性影响，为儿童运动与执行功能差异化教育提供参考依据。
参考文献：
[1] BANICH M T. Executive function the search for an integrated account[J]. Current Directions in Psychological Science，2009，18（2）：89-94.
[2] MIYAKE A，FRIEDMAN N P，EMERSON M J，et al. The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks：a latent variable analysis[J]. Cog Psychol，2000，41（1）：49-100.
[3] GARON N，BRYSON S E，SMITH I M. Executive function in preschoolers：a review using an integrative framework[J]. Psychological Bulletin，2008，134（1）：31-60.
[4] DIAMOND A. Activities and programs that Improve children’s executive functions[J]. Current Directions in Psychological Science，2012，21（21）：335-341.
[5] APPERLY I A，CARROLL D J. How do symbols affect 3-to 4-year-olds’ executive function？ Evidence from a reverse-contingency task[J]. Developmental Science，2009，12（6）：1070-1082.
[6] MOFFITT T E，CASPI A，TAYLOR A，et al. How common are common mental disorders？ Evidence that lifetime prevalence rates are doubled by prospective versus retrospective ascertainment[J]. Psychological Medicine，2010，40（6）：899-909.
[7] WILLCUTT E G，DOYLE A E，NIGG J T，et al. Validity of the executive function theory of attention-deficit/hyperactivity disorder： a meta-analytic review[J]. Biological Psychiatry，2005，57（11）：1336-1346.
[8] BEST J R. Effects of physical activity on children’s executive function：contributions of experimental research on aerobic exercise[J]. Developmental Review，2010，30（4）：331-351.
[9] 江大雷，曾從周. 8周中等强度足球运动游戏对学龄前儿童执行功能发展的影响[J]. 中国体育科技，2015，51（2）：43-50.
[10] 陈爱国，蒋任薇，吉晓海，等. 8周中等强度的花样跳绳运动对聋哑儿童执行功能的影响[J]. 体育与科学，2015，36（4）：105-109.
[11] MANJUNATH N K，TELLES S. Improved performance in the Tower of London test following yoga[J]. Indian Journal of Physiology
关 键 词：运动心理学；执行功能；抑制控制；认知灵活性；工作记忆；跆拳道；学龄前儿童
中图分类号：G852 文献标志码：A 文章编号：1006-7116（2018）05-0119-07
Abstract： In order to examine the effects of taekwondo training on preschool children’s execution function development， the authors selected 63 children aged 5-6 in 4 preschool classes in Beijing as the experiment objects， randomly selected 2 classes as the taekwondo training group， which includes totally 32 children， and the other 2 classes as the regular physical education class group， which includes total 31 children. The authors carried out 16-week taekwondo training intervention on the children in the taekwondo training group twice a week， and regular physical education courses on the children in the regular physical education class group. Before and after the intervention， the authors respectively measured the 3 subcomponents of the experiment objects’ execution function by using the Flanker inhibition control and attention test task， standard card classification task and working memory arrangement test in the NIH Toolbox， and revealed the following findings： the differences between the children in the taekwondo training group and the children in the regular physical education class group in measuring inhibition control and attention task （P<0.01）， standard card classification task （P<0.05） were statistically significant， the taekwondo training group’s score was higher than the regular physical education class group’s score； after taekwondo training intervention， the children in the taekwondo training group， whose scores measured before the task for inhibition control and attention task were at bottom 27%， had improved score differences that were statistically significant （P<0.05） as compared with those of the children whose scores measured before the task were at top 27%， the degree of improvement of the bottom 27% testees was greater than that of the top 27 testees， while the regular physical education class group did show such differences. The said findings indicated the followings： 16-week taekwondo training’s function in improving the inhibition control and perception flexibility of children aged 5-6 reached a statistically significant level； therein， the children with a lower inhibition control baseline level benefited more than the children with a higher inhibition control baseline level. 一是家长和学校应该重视学龄前阶段儿童体育运动参与情况，把握儿童执行功能发展的关键阶段。儿童执行功能能够影响其未来诸多行为及认知能力的发展，3～6岁是儿童抑制控制的关键发展期，而运动是提高该阶段儿童执行功能的有效措施之一，因此学校和家长应该抓住这一时期为儿童参加体育运动创造条件，摒弃运动会使儿童更难自控的错误观念。将执行功能训练融入体育教育中，关键要找到运动与执行功能的契合点，将体育方案的设计、运动项目及背景环境的选择以及执行功能训练综合应用到学校和家庭教育中，是促进儿童执行功能发展的关键措施。 二是注重儿童的个体差异。根据差别易感性假说（Differential Susceptibility Hypothesis），有些儿童可塑性较高，因此既容易受到环境的不利影响，也更易受到干预的积极影响[21]。与本研究结论相结合即儿童自身的特点能够影响运动干预对执行功能产生的作用，这也可能是最初抑制控制较差儿童经过干预后提升程度更大的原因之一。因此，未来可围绕“儿童-环境”交互作用的思路继续研究，进一步探索不同运动干预方式对不同易感性儿童发展的差异性影响，为儿童运动与执行功能差异化教育提供参考依据。
参考文献：
[1] BANICH M T. Executive function the search for an integrated account[J]. Current Directions in Psychological Science，2009，18（2）：89-94.
[2] MIYAKE A，FRIEDMAN N P，EMERSON M J，et al. The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks：a latent variable analysis[J]. Cog Psychol，2000，41（1）：49-100.
[3] GARON N，BRYSON S E，SMITH I M. Executive function in preschoolers：a review using an integrative framework[J]. Psychological Bulletin，2008，134（1）：31-60.
[4] DIAMOND A. Activities and programs that Improve children’s executive functions[J]. Current Directions in Psychological Science，2012，21（21）：335-341.
[5] APPERLY I A，CARROLL D J. How do symbols affect 3-to 4-year-olds’ executive function？ Evidence from a reverse-contingency task[J]. Developmental Science，2009，12（6）：1070-1082.
[6] MOFFITT T E，CASPI A，TAYLOR A，et al. How common are common mental disorders？ Evidence that lifetime prevalence rates are doubled by prospective versus retrospective ascertainment[J]. Psychological Medicine，2010，40（6）：899-909.
[7] WILLCUTT E G，DOYLE A E，NIGG J T，et al. Validity of the executive function theory of attention-deficit/hyperactivity disorder： a meta-analytic review[J]. Biological Psychiatry，2005，57（11）：1336-1346.
[8] BEST J R. Effects of physical activity on children’s executive function：contributions of experimental research on aerobic exercise[J]. Developmental Review，2010，30（4）：331-351.
[9] 江大雷，曾從周. 8周中等强度足球运动游戏对学龄前儿童执行功能发展的影响[J]. 中国体育科技，2015，51（2）：43-50.
[10] 陈爱国，蒋任薇，吉晓海，等. 8周中等强度的花样跳绳运动对聋哑儿童执行功能的影响[J]. 体育与科学，2015，36（4）：105-109.
[11] MANJUNATH N K，TELLES S. Improved performance in the Tower of London test following yoga[J]. Indian Journal of Physiology