执行功能（Executive Function）指的是个体运用思考技巧来达成目标，发展出一套问题解决方法，并监控、调整自己行为的能力，它属于大脑高层次的加工活动，是个体对思想和行动进行有意识控制的加工过程（Burgess & Simons, 2005）。执行功能包括工作记忆，抑制控制和认知灵活性三个成分，这三者之间既是独特的又是相互关联的。应用题解决能力会受到阅读能力、计算能力和执行功能等多种因素的影响（Fushs, et al., 2006），而执行功能又会直接影响计算能力和阅读能力（Yeniad et al., 2013）。以往研究关于执行功能对应用题解决能力、计算能力和阅读能力的作用存在争议，主要体现在执行功能的某个子成分对数学和阅读能力的影响不明确，且较少研究将执行功能的多个子成分同时考察。本研究采用经典的执行功能任务测量范式（视觉空间工作记忆任务、Go/No-Go任务和转换任务）测量了118名3-5年级小学生的执行功能各子成分，采用纸质版北师大版计算测试题、小学版三分钟阅读题和经过信效度检验的小学数学应用题测量被试的阅读能力、计算能力和应用题解决能力，并根据测量得到的结果对各变量之间的关系进行了探讨。研究一验证了工作记忆、抑制控制能力和认知灵活性与儿童的计算能力、阅读能力和数学应用题解决之间存在着显著相关关系，分层回归结果显示，阅读能力和计算能力是应用题解决能力的独立预测因子。研究二进一步探讨了执行功能通过阅读能力和计算能力间接影响应用题解决能力的作用机制，构建了以阅读能力和计算能力为中介变量的多重中介模型，并对该理论模型中的多条路径进行中介效应检验。结果发现：首先，工作记忆对数学应用题解决的影响受阅读能力和计算能力显著的中介作用；其次，抑制控制对数学应用题解决的影响受阅读能力和计算能力显著的中介作用；最后，阅读能力和计算能力在认知灵活性和应用题解决之间的中介作用不显著，且多条中介路径效应值之间的差异也未达到显著水平。本研究证实了执行功能对阅读和数学能力发展的重要作用，并在此基础之上进一步解释了儿童不同执行功能成分对于应用题解决能力的内在影响机制，为小学儿童数学教学、早期学习障碍的风险预警和干预提供了实证支撑。

The mediating role of executive function in the relationship between reading and math abilities and problem-solving performance in application questions has been investigated in this study. Executive function refers to an individual's ability to use cognitive skills to achieve goals, develop problem-solving strategies, and monitor and adjust one's behavior, which involves conscious control of thoughts and actions (Burgess & Simons, 2005). Executive function includes three components: working memory, inhibition control, and cognitive flexibility, which are distinct yet interconnected. The ability to solve practical problems is influenced by various factors such as reading ability, computational ability, and executive function (Fushs, et al., 2006), while executive function directly affects computational and reading ability (Yeniad et al., 2013). There has been controversy in previous studies regarding the role of executive function in problem-solving ability, computational ability, and reading ability, mainly reflected in the unclear impact of a certain sub component of executive function on mathematics and reading ability, and few studies have examined multiple sub components of executive function simultaneously. This study used the classic task measurement paradigm of executive function (visuospatial working memory task, Go/No Go task and transfer task) to measure the executive function sub components of 118 primary school students in grades 3-5. The paper version of the Beijing Normal University version of the calculation test, the primary version of the three minutes reading test, and the primary school math word test after reliability and validity test were used to measure the reading ability, computing ability and word problem solving ability of the subjects, And based on the measured results, the relationship between various variables was explored. Study 1 confirmed significant correlations between working memory, inhibition control, cognitive flexibility, and children's computational skills, reading ability, and math application problem-solving skills. Hierarchical regression results showed that reading ability and computational skills were independent predictors of application problem-solving skills. Study 2 further investigated the mediating mechanisms of executive function on application problem-solving skills through reading ability and computational skills, constructing a multiple mediation model with reading ability and computational skills as mediating variables, and conducting mediation effect tests on multiple pathways in the theoretical model. The results revealed that: firstly, the effects of working memory on math application problem-solving skills were significantly mediated by reading ability and computational skills; secondly, the effects of inhibition control on math application problem-solving skills were significantly mediated by reading ability and computational skills; and finally, the mediating effects of reading ability and computational skills on cognitive flexibility and application problem-solving skills were not significant, and the differences in mediation effect values among multiple pathways were also not significant. This study confirms the important role of executive function in the development of reading and math abilities, and further elucidates the underlying mechanisms of the inherent effects of different components of executive function on application problem-solving skills in children, providing empirical support for math instruction, early warning, and intervention for learning disabilities in primary school children.