2歲親子共讀與執行功能之關聯性探討：以語言為中介變項

Abstract

本研究旨在探討2歲幼兒的親子共讀經驗與執行功能表現之間的關聯性，並進一步檢驗幼兒語言能力於其中所扮演的中介角色。研究資料取自「臺灣幼兒發展調查資料庫」（KIT）中3月齡組第五波24月齡之追蹤資料。經排除遺漏值後，最終有效樣本數為5,586案，主要變項包含親子共讀、幼兒語言能及執行功能表現，並以母親教育程度作為控制變項。研究結果發現，親子共讀與幼兒語言能力及執行功能，以及幼兒語言能力與執行功能間皆呈現顯著正相關。進一步中介分析結果指出，語言能力在親子共讀與執行功能間具有部分中介效果，顯示親子共讀除了直接促進幼兒的執行功能外，亦可透過提升語言能力，間接強化其執行功能的表現，突顯語言在幼兒認知歷程中所扮演的關鍵中介角色。This study aimed to investigate the relationship between shared book reading experiences and executive function performance in 2-year-old children and to further examine the mediating role of language ability in this relationship. Data were drawn from the fifth wave of the 24-month-old cohort in the Kids in Taiwan: National Longitudinal Study of Child Development& Care (KIT). After excluding cases with missing data, a total of 5,586 valid cases were included in the analysis. The main variables comprised shared book reading, children’s language ability, and executive function performance, with maternal education level controlled as a covariate. The results revealed significant positive associations between shared book reading and both language ability and executive function, as well as between language ability and executive function. Further mediation analysis indicated that language ability partially mediated the relationship between shared reading and executive function. These findings suggest that shared reading not only directly promotes young children’s executive function but also indirectly enhances it through improved language ability, highlighting the key mediating role of language in early cognitive development.