Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment

Autor/inn/en	Talwar, Victoria; Carlson, Stephanie M.; Lee, Kang
Titel	Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment
Quelle	In: Social Development, 20 (2011) 4, S.805-824 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2011.00617.x
Schlagwörter	Delay of Gratification; Verbal Ability; Kindergarten; Grade 1; Environmental Influences; Educational Environment; Cognitive Processes; Punishment; Foreign Countries; Age Differences; Metacognition; Cognitive Development; Task Analysis; Rewards; Measures (Individuals); Discipline; Africa; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Mündliche Leistung; School year 01; 1. Schuljahr; Schuljahr 01; Environmental influence; Umwelteinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cognitive process; Kognitiver Prozess; Bestrafung; Ausland; Age; Difference; Age difference; Altersunterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; Aufgabenanalyse; Reward; Belohnung; Messdaten; Disziplin; Afrika
Abstract	Few studies have examined the influence of environmental factors on children's executive functioning (EF) performance. The present study examined the effects of a punitive vs. non-punitive school environment on West African children's EF skills. Tasks included a "cool" (relatively non-affective) and "hot" (relatively affective/motivational) version of three EF tasks: delay of gratification; gift delay; and dimensional change card sort. Children had more difficulties with the hot versions of the tasks than the cool versions, and older children outperformed younger children. After controlling for verbal ability (Peabody picture vocabulary test-third edition), a consistent pattern of interaction between school and grade level emerged. Overall, kindergarten children in the punitive school performed no differently than their counterparts in the non-punitive school. However, in grade 1, children in the punitive school performed significantly worse than their counterparts in the non-punitive school. These results point to the need to consider interactions among discipline style, age, and internalization processes of self-regulation to better understand environmental influences on EF development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10