Several theoretical formulations suggest a relation between children's pretense and executive function (EF) skills. However, there is little empirical evidence for a correlation between these constructs in early development. Preschool children (N = 104; M age = 4-0) were given batteries of EF and pretense representation measures, as well as verbal, memory, and appearance-reality control tasks. Confirmatory factor analysis revealed two separable but overlapping aspects of EF (Conflict and Delay). EF was significantly related to pretense after accounting for all controls. Understanding the pretend-reality distinction was strongly related to Conflict EF, whereas performing pretend actions was more strongly related to Delay EF. These results, although correlational, are consistent with the claim that EF skills are implicated in pretense, such as inhibiting reality and flexibly manipulating dual representations, and offer a potential mechanism by which pretend play interventions may enhance childhood EF.

中文翻译：

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学龄前儿童执行功能与假装表现之间关系的证据

一些理论公式表明儿童的伪装和执行功能 (EF) 技能之间存在关系。然而，在早期发展中，这些构念之间的相关性几乎没有经验证据。学龄前儿童（N = 104；M 年龄 = 4-0）接受了一系列 EF 和假装表征措施，以及语言、记忆和外观现实控制任务。验证性因素分析揭示了 EF（冲突和延迟）的两个可分离但重叠的方面。在考虑了所有控制后，EF 与伪装显着相关。理解假装现实的区别与冲突 EF 密切相关，而执行假装动作与延迟 EF 更密切相关。这些结果虽然具有相关性，但与 EF 技能与假装有关的说法一致，