"Complete the Drawing!": The Relationship between Imagination and Executive Functions in Children

Autor/inn/en	Veraksa, Nikolay; Gavrilova, Margarita; Veraksa, Aleksander
Titel	"Complete the Drawing!": The Relationship between Imagination and Executive Functions in Children
Quelle	In: Education Sciences, 12 (2022), Artikel 103 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gavrilova, Margarita)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Executive Function; Imagination; Short Term Memory; Play; Young Children; Inhibition; Cognitive Processes; Spatial Ability; Creativity; Foreign Countries; Freehand Drawing; Russia (Moscow) + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Spiel; Frühe Kindheit; Hemmung; Cognitive process; Kognitiver Prozess; Räumliches Vorstellungsvermögen; Kreativität; Ausland; Drawing; Zeichnen
Abstract	An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6-7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedness, image creation strategy, and originality coefficient). Three General Linear Models were built to examine the relationship between executive functions and imagination among children, controlling for age and gender. The obtained results indicate a positive correlation between such characteristics of imagination as originality and flexibility with visual-spatial working memory and cognitive flexibility. However, the data also show that the children who creatively approach the production of new images often experience difficulties with inhibition tasks. The results are interpreted in the context of the educational system and cultural specificities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01