Training of Attention in Children With Low Arithmetical Achievement

Maria Guarnera,Antonella D’Amico

doi:10.5964/ejop.v10i2.744

Abstract

This study focuses on the role of attentional processes in arithmetical skills and examines if training of basic attentive skills may improve also working memory abilities reducing arithmetic difficulties. In order to study the efficacy of attentional treatment in arithmetic achievement and in enhancing working memory abilities a test-treatment-retest quasi experimental design was adopted. The research involved 14 children, attending fourth and fifth grades, with Arithmetical Learning Disabilities (ALD) assigned to experimental and control conditions. The numerical comprehension and calculation processes were assessed using the ABCA battery (Lucangeli, Tressoldi, & Fiore, 1998). Attentional abilities were evaluated using a multitask computerized assessment battery Attenzione e Concentrazione (Di Nuovo, 2000). WM abilities were evaluated by Listening span task, Digit span backward, Making verbal trails and Making colour trails. The results showed that intensive computerized attention training increased basic attentive skills and arithmetical performances with respect to numeric system in children with ALD. No effect on working memory abilities was found. Results are also important from a clinical perspective, since they may suggest strategies for planning individualized training programs.

Highlights

This study focuses on the role of attentional processes in arithmetical skills and examines if training of basic attentive skills may improve working memory abilities reducing arithmetic difficulties
Many studies demonstrated that children with Arithmetical Learning Disabilities (ALD) do not always show difficulties in working memory tasks requiring lower executive resources, such as backward word span tasks or digit span tasks (D’Amico & Guarnera, 2005; Fuchs et al, 2008; Passolunghi & Cornoldi, 2008; Reuhkala, 2001; Siegel & Ryan, 1989; Swanson & Beebe-Frankenberger, 2004; van der Sluis, van der Leij, & de Jong, 2005), while they more consistently fail in tasks, such as the listening span task and the counting span task, requiring specific executive processes such as inhibitory control, updating, and attention switching, in line with models of working memory that focus on the importance of attentional control (e.g., Engle, 2002)
The present study showed that intensive computerized attention training increased basic attentive skills in children with ALD

Summary

Introduction

This study focuses on the role of attentional processes in arithmetical skills and examines if training of basic attentive skills may improve working memory abilities reducing arithmetic difficulties. Many studies demonstrated that children with Arithmetical Learning Disabilities (ALD) do not always show difficulties in working memory tasks requiring lower executive resources, such as backward word span tasks or digit span tasks (D’Amico & Guarnera, 2005; Fuchs et al, 2008; Passolunghi & Cornoldi, 2008; Reuhkala, 2001; Siegel & Ryan, 1989; Swanson & Beebe-Frankenberger, 2004; van der Sluis, van der Leij, & de Jong, 2005), while they more consistently fail in tasks, such as the listening span task and the counting span task, requiring specific executive processes such as inhibitory control, updating, and attention switching, in line with models of working memory that focus on the importance of attentional control (e.g., Engle, 2002)

Methods

Results

Conclusion