Abstract
The present study examines the development of basic attentional functions (sustained attention, selective attention, flexibility and divided attention) in 172 elementary school children (6-12 years) by using representative subtests from both a computerized (KITAP) and a traditional battery (TEA-Ch). The results indicate significant age-related improvements between 8 and 10 years in all the attentional functions irrespective of the assessment tool. Specifically, the results from both instruments converge regarding the developmental rates for divided attention, sustained attention and flexibility. However, performance scores in KITAP suggest a developmental plateau after the age of 10 years, whereas TEA-Ch subtests seem to be more sensitive to uncovering attention performance differences beyond the age of 10.
Highlights
The development of attention in typically developing school age population has recently attracted growing research interest, given the strong associations between attention, academic achievement and self-regulation of emotion and behavior (Posner & Rothbart, 2005)
The present study aimed at exploring the development of attention functions in school age children by using both computerized and paper-pencil assessment tools
The present results indicated that both assessment tools are age-sensitive in assessing the basic attention functions in school age years
Summary
The development of attention in typically developing school age population has recently attracted growing research interest, given the strong associations between attention, academic achievement and self-regulation of emotion and behavior (Posner & Rothbart, 2005). Developmental studies have provided convincing evidence that the development of attention is a multistage process, in which several components follow different timelines (Anderson, 2008). These timelines start from infancy and continue until adolescence, with most remarkable and rapid changes occurring during childhood (see Klenberg, Korkman, & Lahti-Nuuttila, 2001). Computerized evaluation, instead, offers time accuracy, reliable, randomized presentation (Schatz & Browndyke, 2002) and can override the immature verbal abilities of younger children through its button pressing requirements Convenient though these may be, they render computer-administered batteries artificial. These laboratory-based measurements of attention have been proved useful, considering young children’s limited verbal abilities (Betts et al, 2006; Sobeh & Spijkers, 2013), they have been criticized regarding their ecological validity (Huges & Graham, 2002)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational and Developmental Psychology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
