Abstract
Developmental and skill level differences in attentional skills were examined in the present study. The multifaceted approach to attention explored differences in sustained attention, flexible deployment of attention, and selective attention in bright and low average 2nd, 4th, and 6th graders. Developmental differences consistently emerged on all tasks. Skill level differences were less consistent. When differences in intelligence were controlled for between bright and low average children, attentional problems were observed only on selective attention tasks. The developmental and educational implication of the findings are discussed in terms of attention capacity theory.
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