Attention In School Children Research Articles

Modifiable factors influencing attention performance in healthy children: insights from a comprehensive school nutrition study

Background There is inconclusive evidence for the effects of various leisure activities on attention performance in children. The literature reports inconsistent associations between activities such as physical activities or media use. To date, no study has thoroughly examined the various factors influencing attentional performance in a larger cohort of healthy children. This study aims to close this research gap.Methods From 2018 to 2019, the Leipzig School Nutrition Study collected data from 1215 children and their families. The children report their dietary behavior (using CoCu- Questionnaire), especially their participation in school lunch and their breakfast habits, through a paper questionnaire. Furthermore, attention performance was assessed using a validated test (FAIR-2) at school. Data on physical activity, media consumption, family eating habits and socio-economic status (SES) were collected from parents using questionnaires. Associations between attention and influencing factors were estimated using hierarchical linear regression. Analyses were adjusted for age, SES, and school type.Results Attending upper secondary schools (ßadj= 23.6, p < 0.001) and having a higher SES (ß= 1.28, p < 0.001) was associated with higher attention performance. Children doing leisure-time sports (ßadj= 4.18, p = 0.046) or reading books for at least one hour/weekday showed better attention performance (ßadj= 3.8, p = 0.040). Attention performance was also better in children having no electronic devices in the bedroom (ßadj= 13.0, p = 0.005) and in children whose parents limited their children’s Internet access (ßadj= 5.2, p = 0.012). We did not find any association between nutritional habits and attention performance.ConclusionsWe found that fostering modifiable habits such as reading and physical activity could enhance attention performance. These findings have substantial implications for the development of prevention and intervention programs that aim to improve attention in schoolchildren. It is important to note, however, that social status as a hardly modifiable factor also impacts attention performance. Therefore, interventions should address personal habits in a systemic approach considering the child’s social status.Trial registrationThe study is retrospectively registered with the German Clinical Trials Register (DRKS00017317, registration: 05-29-2019).

Effects of slackline training during active breaks and free-time activities break at school on children's attention: a comparison of two-intervention methods

Purpose: To describe the effects of two interventions, regular Physical Education classes plus free active break times and school Physical Education plus Slackline classes during free time, on the attention of schoolchildren. Methods: This is a quasi-experimental study with a quantitative approach. Two groups participated in the interventions: body balance training (Slackline group) (n: 10; age: 7,8±1,93) and free-time activities break (FTA group) (n: 10; age: 7,8±1,22). Attention was assessed using the D-2 test. Repeated measures ANOVA was used. The magnitude of the effect size was estimated by the partial squared eta - η2p. Results: When we analyzed the interactions between time*group, it was not possible to find significant changes attributed to the specificities of the one intervention group, with most results having a medium effect size (η2p≥ 0.06 ≤ 0.25). The results of the paired analysis confirmed that both groups improved the results over time, but the slackline group showed changes with a slightly greater magnitude. Conclusions: Our results demonstrate that in free time, both free physical activities and body balance training are effective for children's attention. However, pairwise analysis revealed that both groups demonstrated improvements over time, with the slackline group showing slightly greater changes in magnitude. Key words: Postural Balance, Physical Education and Training, Exercise, Psychomotor Performance, Cognition

Physical activity in students and its association with attention. A systematic review

Despite the recommendations for physical activity in children and adolescents, sedentary behaviors that may affect health are frequent in today's schools. Evidence suggests that physical activity has a beneficial effect on the development of attention, however, there is no clarity on the characteristics that physical activity should have to optimize the improvement of attention in schoolchildren. A search for articles in databases published between 2013 and 2023 was performed, and after applying the inclusion and exclusion criteria and after analyzing their results, thirty-three articles were identified. The results suggest that the practice of physical activity has a positive effect on attention, mainly selective attention, but it is not possible to establish the characteristics in relation to frequency, time, intensity, or type of exercise that yield the best results, probably due to the heterogeneity of the interventions and populations studied. More experimental studies are therefore required to help identify the characteristics of physical activity that best contribute to the development of attention as a cognitive indicator. Keywords: Attention, physical activity, school children, sedentary behaviors, cognitive indicators.

O IMPACTO DA EDUCAÇÃO FÍSICA NA ESCOLA NA ATENÇÃO DE ESTUDANTES DE 15 A 16 ANOS

ABSTRACT Objectives: the influence of physical activity in physical education lessons on the attention indicators of schoolchildren. Material and Methods: 141 students, aged 15-16, who studied in the 9th grade, took part in the experiment. The main research method was the “Trondyke Test”, which determines the level of attention development of students. The test was used before and after the physical education lesson 1 time per month for 5 months. Results: students who did not engage in physical education in the lesson were not able to significantly improve their performance in the test, which indicates a possible adaptation to the test after its first performance before the lesson. Students who were engaged in physical exercises could significantly increase the test results. Conclusion: the results obtained determine the effectiveness of the influence of a physical education lesson at school on the indicators of students attention. This study will serve as an additional motivation for students to engage in physical culture, since the impact of physical exercises has a positive effect not only on the development of physical qualities, but also on the attention of schoolchildren. Level of Evidence III; Retrospective Comparative Study.

Study on the Burpee Exercise Influence on the Endurance Indicator and Attention in School Children

Burpee is a well-known physical exercise all over the world. However, its effects on physical abilities have yet to be studied. The study aims to determine the impact of the Burpee exercise on the endurance and concentration of children aged 15-16. Inclusion criteria Age - 15-16 years, gender - boys, and girls. Schoolchildren in the control group were engaged in a standard physical education program at school, and children from the experimental group additionally performed burpee exercises. Endurance indicators were determined by the test running a distance of 2 kilometers (Running 2 km). The Bourdon test determined indicators of concentration of attention in children. The study used the T-criterion tests. During the study period, the level of endurance development improved by only 1.9% (p&gt;0.05), and the concentration indicators improved from 72.2±5.8 to 75.5±6.1 (p&gt;0.05). A slight increase in the indicators in both tests in the control group can be explained by the natural increase in the indicators of schoolchildren over four months and the effectiveness of using the standard physical education program at school. In the experimental group (9th grade), the indicators in both tests significantly (significantly) improved. Endurance of schoolchildren increased by 9% (p&lt;0.05), and concentration indicators improved from 73.2±4.9 to 86.6±6.2 (p&lt;0.05). Each student's physical load should be individual when performing the Burpee exercise. If 15-16-year-old schoolchildren perform "Burpee" exercises in physical education classes, then to a significant extent, the indicators of endurance and concentration will significantly improve.

Exposure to road traffic noise and cognitive development in schoolchildren in Barcelona, Spain: A population-based cohort study.

BackgroundRoad traffic noise is a prevalent and known health hazard. However, little is known yet about its effect on children’s cognition. We aimed to study the association between exposure to road traffic noise and the development of working memory and attention in primary school children, considering school-outdoor and school-indoor annual average noise levels and noise fluctuation characteristics, as well as home-outdoor noise exposure.Methods and findingsWe followed up a population-based sample of 2,680 children aged 7 to 10 years from 38 schools in Barcelona (Catalonia, Spain) between January 2012 to March 2013. Children underwent computerised cognitive tests 4 times (n = 10,112), for working memory (2-back task, detectability), complex working memory (3-back task, detectability), and inattentiveness (Attention Network Task, hit reaction time standard error, in milliseconds). Road traffic noise was measured indoors and outdoors at schools, at the start of the school year, using standard protocols to obtain A-weighted equivalent sound pressure levels, i.e., annual average levels scaled to human hearing, for the daytime (daytime LAeq, in dB). We also derived fluctuation indicators out of the measurements (noise intermittency ratio, %; and number of noise events) and obtained individual estimated indoor noise levels (LAeq) correcting for classroom orientation and classroom change between years. Home-outdoor noise exposure at home (Lden, i.e., EU indicator for the 24-hour annual average levels) was estimated using Barcelona’s noise map for year 2012, according to the European Noise Directive (2002). We used linear mixed models to evaluate the association between exposure to noise and cognitive development adjusting for age, sex, maternal education, socioeconomical vulnerability index at home, indoor or outdoor traffic-related air pollution (TRAP) for corresponding school models or outdoor nitrogen dioxide (NO2) for home models. Child and school were included as nested random effects.The median age (percentile 25, percentile 75) of children in visit 1 was 8.5 (7.8; 9.3) years, 49.9% were girls, and 50% of the schools were public. School-outdoor exposure to road traffic noise was associated with a slower development in working memory (2-back and 3-back) and greater inattentiveness over 1 year in children, both for the average noise level (e.g., ‒4.83 points [95% CI: ‒7.21, ‒2.45], p-value < 0.001, in 2-back detectability per 5 dB in street levels) and noise fluctuation (e.g., ‒4.38 [‒7.08, ‒1.67], p-value = 0.002, per 50 noise events at street level). Individual exposure to the road traffic average noise level in classrooms was only associated with inattentiveness (2.49 ms [0, 4.81], p-value = 0.050, per 5 dB), whereas indoor noise fluctuation was consistently associated with all outcomes. Home-outdoor noise exposure was not associated with the outcomes. Study limitations include a potential lack of generalizability (58% of mothers with university degree in our study versus 50% in the region) and the lack of past noise exposure assessment.ConclusionsWe observed that exposure to road traffic noise at school, but not at home, was associated with slower development of working memory, complex working memory, and attention in schoolchildren over 1 year. Associations with noise fluctuation indicators were more evident than with average noise levels in classrooms.

The influence of speed and power load on the indicators of the distribution of attention of schoolchildren with different typologies

Objective: is to determine the effect of speed and strength training on the indicators of attention distribution in children aged 13-14 years, taking into account the strength of their nervous system. Method: the pedagogical experiment took place in an ordinary school in the city of Kirov for three months. Schoolchildren were engaged in physical education twice a week for 40 minutes each lesson. 20 schoolchildren from class 7a were engaged in the usual physical education program. Schoolchildren from the 7b class in the number of 20 people additionally performed a set of exercises in physical education lessons aimed at developing speed and strength abilities. The tapping test differentiated the schoolchildren into two subgroups according to the strength of the nervous system. Indicators of the distribution of attention of schoolchildren were determined by the test Results: after the end of the study, there were changes in all subgroups. In the group of class 7a, children with a strong nervous system improved from 27.3±1.5 seconds to 25.9±1.4 seconds (5%), and children with a weak nervous system improved from 29.0±3.2 seconds to 27.3±3.0 seconds (6%). In the group of children of class 7b, there were more significant changes. In schoolchildren with a strong nervous system, the indicators improved from 31.4±2.9 seconds to 25.4±2.3 seconds (19%), and in children with a strong nervous system, the indicators became higher from 30.3±2.2 seconds to 25.1±1.8 seconds (17%). Conclusion: the indicators of the distribution of attention of schoolchildren will improve if they perform physical exercises at each lesson in physical culture, which are aimed at the development of speed and strength abilities. The load should be differentiated taking into account the strength of the nervous system of schoolchildren. Bangladesh Journal of Medical Science Vol. 21 No. 03 July’22 Page: 634-638

Does Early Exposure to Chinese-English Biliteracy Enhance Cognitive Skills?

Clarifying the effects of biliteracy on cognitive development is important to understanding the role of cognitive development in L2 learning. A substantial body of research has shed light on the cognitive factors contributing to biliteracy development. Yet, not much is known about the effect of the degree of exposure to biliteracy on cognitive functions. To fill this research void, we measured three categories of biliteracy skills (language, reading, and cognitive–linguistic skills in both Chinese and English) jointly and investigated the effects of biliteracy skill performance in these three categories on cognitive skills (working memory and attentional control) in Chinese L1 children who were exposed to English as L2 beginning at age 3 (“early”) or in grade 3 (“late”). In this cross-sectional study, 10 parallel Chinese and English language, reading, and cognitive–linguistic measures were administered to emerging Chinese–English bilingual children in grade 3 (n = 178) and grade 6 (n = 176). The results revealed that early exposure to Chinese–English biliteracy enhanced cognitive skills but with a cost of a slight delay in performance on Chinese L1 language skills in grade 3 (but not in grade 6). Importantly, the present findings suggest that, in addition to universal and developmental processes, the cumulative effect of early and sustained bi-scriptal exposure enhances working memory and attention in school children.

Effects of residential greenness on attention in a longitudinal study at 8 and 11–13 years

In an urbanizing world, with 55% of the population living in cities, it is essential to design friendly and healthy ones. An emerging body of evidence has associated greenspace exposure with improved cognitive development, including attentional function; however, the longitudinal studies looking at the association with attentional function are still scarce. Therefore, the objective of this study was to analyze the association of the exposure to greenspace and attention in school children. This study was based on 751 participants at 8 years and 598 at 11–13 years of two sub-cohorts of the INMA cohort study in Gipuzkoa and Asturias, Spain. Greenspace exposure at home was characterized using four indicators: (i) average of Normalized Difference Vegetation Index (NDVI) and (ii) Vegetation Continuous Field (VCF) in buffers of 100 m, 300 m, and 500 m around the residential address, (ii) availability of a green space within 300 m from the residential address, and (iv) residential distance to green spaces. Participants’ attention was characterized twice at ages of 8 and 11 years, using the computerized Attentional Network Test (ANT). General linear models were used for the cross-sectional analyses and linear mixed effects model for the longitudinal analyses. Our cross-sectional analyses showed a statistical significant protective association between average NDVI at 300 m and inattentiveness (−7.20, CI 95%: 13.74; −0.67). In our longitudinal analyses, although we generally observed beneficial associations between greenspace exposure and attention, none attained statistical significance. No statistically significant indirect effect were seen for NO2. Our findings add to the emerging body of evidence on the role of green spaces in neurodevelopment, which can provide the evidence base for implementing intervention aimed at promoting neurodevelopment in urban children.

Is Brief Exposure to Green Space in School the Best Option to Improve Attention in Children?

The positive effects of Green Spaces on health are thought to be achieved through the mechanisms of mitigation, instoration and restoration. One of the benefits of Green Spaces may be the restoration of attention and so the objective of this research is testing empirically whether exposure to a green environment improves attention in school children. For so doing, we first used a split-unit statistical design in each of four schools, then combined the primary results via meta-analysis. The Attention Network Test (ANT) was used to measure attention before and after exposure and a total of 167 seven-year-old students participated in the experiments. Overall, our experimental results do not support the hypothesis that students’ exposure to activities in green vs. grey spaces affected their performance in ANT. This was so despite the fact that neither age nor gender biases have been detected and despite that our experiments have been proved to be sufficiently statistically powerful. It would be advisable to consider air pollution and noise. We also recommend that participants attend the experiment with mental exhaustion to maximize the ability to detect significant changes.

PECULIARITIES OF THE BASIC PROPERTIES OF ATTENTION IN ADOLESCENTS WITH REFRACTION ANOMALY

The influence of myopia on the dynamics of the basic properties of attention in schoolchildren of 12-13 years old in the process of educational activity has been investigated. In adolescents with refractive errors, in contrast to students with normal visual acuity, a decrease in the speed of switching and distribution of attention, as well as an increase in the percentage of persons with low indicators of stability and distribution of attention, were revealed during the academic six months.

Propuesta neurolingüística para potencializar la atención voluntaria en estudiantes Colombianos

El propósito de esta investigación es demostrar la influencia positiva de la propuesta de programación neurolingüística en la mejora potencial de la atención voluntaria de los escolares en instituciones públicas de la zona urbana de Buenaventura, Colombia. El método de trabajo es hipotético deductivo con un nivel de investigación explicativo, el diseño en el estudio fue experimental, de subdiseño cuasi-experimental, corte longitudinal, donde se aplicó un pre-test de evaluación al inicio del ciclo académico y un post-test al final, a dos grupos de estudio divididos como un grupo control y un grupo experimental, la estrategia consistió aplicar la propuesta de programación neurolingüística al grupo experimental para evaluar su efecto y compararlo con el grupo control. Se demostró que existe una influencia positiva de la propuesta de programación neurolingüística ligada a estilos de aprendizajes en la atención voluntaria en estudiantes de transición en Buenaventura, Colombia.

Sustained attention in schoolchildren with type-1 diabetes. A quantitative EEG study

ObjectiveType-1 diabetes (T1D) is a disruptive metabolic disease that has an impact on neurodevelopment through its effects on the structure and function of the brain. One of the cognitive domains affected by T1D is sustained attention. The aim of this study was to analyze this process in children with T1D and compare their results to those of healthy controls. MethodsSeventeen T1D children attending regular primary school and a similar group of healthy children matched by gender, age, handedness, and educational level were evaluated while identifying happy faces in a Go-NoGo task presented visually with simultaneous electrophysiological recording. ResultsBehavioral performance in the two groups was similar but, the T1D children showed greater prefrontal and frontoparietal spectral power in the theta and alpha bands, compared to controls. Distinct patterns of theta lateralization between groups were also observed, with a negative correlation between frontal power magnitudes in delta and theta and glycated hemoglobin levels. ConclusionsThese results seem to reflect the early deleterious effects of T1D on neurodevelopment, which affects mainly attention allocation processes and the neurofunctional substrates that underlie them. SignificanceThis phenomenon emphasizes the need for studies on neural-specific targets in which T1D affects neurodevelopment.

Ejercicio físico aeróbico y atención selectiva en escolares de educación primaria (Aerobic physical exercise and selective attention in primary school children)

El ejercicio físico puede tener efectos beneficiosos sobre las funciones cognitivas y el rendimiento académico. Entre las funciones cognitivas, el estudio de la atención en escolares ha adquirido un especial interés por su posible influencia en aspectos concretos tales como el rendimiento académico o la integración social. El objetivo fue analizar el efecto agudo de una sesión de ejercicio físico aeróbico sobre la atención selectiva en una muestra de 48 niños y 40 niñas (Edad, M ± DT = 9.48 ± .505 años). Se empleó un diseño de estudio cuasi-experimental con un grupo control y otro experimental. El ejercicio físico consistió en recorrer una milla lo más rápidamente posible. Se midió la atención selectiva con el Test de Caras. El grupo experimental se dividió en dos subgrupos (menor v. mayor) según el tiempo empleado en la milla. Los resultados mostraron diferencias significativas en aciertos (p = .012), control inhibitorio (p = .020) y omisiones (p = .007) tras la intervención. Se detectó una correlación inversa entre el tiempo empleado en el ejercicio físico y aciertos (p = .022). El análisis de la varianza detectó registros superiores en aciertos (p = .047) en el grupo con menor tiempo empleado. Los resultados sugieren que la realización de una sesión de ejercicio físico aeróbico de corta duración podría tener efectos agudos positivos en la atención selectiva. La realización en menor tiempo de un ejercicio físico como la milla se relaciona con una mejor atención selectiva. Tener una mejor capacidad aeróbica podría relacionarse con una mayor atención selectiva. &#x0D; Abstract. Physical exercise can have beneficial effects on cognitive functions and academic performance. Among cognitive functions, the study of attention in schoolchildren has acquired special interest due to its possible influence on specific aspects such as academic performance or social integration. The objective was analyze the acute effect of an aerobic physical exercise session on selective attention in a sample of 48 boys and 40 girls (Age, M ± DT = 9.48 ± .505 years). A quasi-experimental study design with a control group and an experimental group was used. Physical exercise involves walking a mile as quickly as possible. Selective attention was measured with the Face Test. The experimental group was divided into two subgroups (minor v. major) according to the time spent in the mile. The results of the differences affected in correct answers (p = .012), inhibitory control (p = .020) and omissions (p = .007) after the intervention. An inverse correlation was detected between the time spent on physical exercise and correct answers (p = .022). The analysis of variance detected higher records in correct answers (p = .047) in the group with less time spent. The results suggest that performing a short duration aerobic exercise session could have positive acute effects on selective attention. Performing physical exercise like the mile in less time is related to better selective attention. A better aerobic capacity could be related to more selective attention.

Effect of Recreational Therapy on Attention and Depression in School Children with Learning Difficulties

Background: Learning difficulty applies to those children who have significantly greater difficulty inlearning than the majority of their age and who can’t meet the “normal” requirements of a classroom. Astudy conducted in Chandigarh gave prevalence of learning disabilities of 3-10% among student population.There were more number of boys diagnosed with specific learning disability at a high risk for problemsin attention, learning and psychological adjustment along with other associated behavioural problems.Recreational therapy utilizes leisure activities and other interest activities as interventions to address theneeds of individuals with disability as a means of recovery and well-being.Method: Forty school children with learning difficulties were selected and randomly divided in two groups.Group A subjects were given recreational therapy 4 times per week for 4 weeks and Group B subjects weregiven conventional treatment.Results: Statistically significant difference in the Moss Attention Rating Scale (MARS) scores and GlasgowDepression Scale (GDS) scores were seen between the two groups. It indicated that there was significantlyless inattention (p &lt; 0.0001) and less depression (p = 0.0207) in the interventional group subjects.Conclusion: Evidence to support the use of recreational therapy in reducing the depression and increasingthe attention in school children with learning difficulties was provided in this study. This study will help inmanaging the associated problems like inattention and depression.Keywords: Recreational therapy, Learning Disabilities, Mandala art therapy, Clay shape art therapy,School children, Attention, Depression.

Efecto de un programa de actividad física de alta intensidad en la atención selectiva de jóvenes con TDAH

El objetivo de este estudio fue analizar el efecto a corto plazo de 16 minutos de “high-intensity interval training” (HIIT) en la atención selectiva de niños diagnosticados con Trastorno por Déficit de Atención e Hiperactividad (TDAH). Este estudio tiene diseño experimental randomizado. La muestra estaba formada por 20 niños diagnosticados TDAH (6-12 años). El grupo control (n = 10) vio un video documental y el grupo experimental (n = 10) hizo 16 minutos HIIT con monitor cardiaco (80- 95% frecuencia cardiaca máxima). La atención selectiva se midió utilizando el test d2. El análisis de medidas repetidas ANOVA 2 veces (pre-test vs. post-test) × 2 grupos (grupo control vs. grupo experimental). Los resultados han mostrado que practicar 16 minutos de HIIT tiene un efecto de mejora inmediato en la atención, disminuyendo el número de omisiones y errores y aumentando el número de aciertos. Se concluye, que realizar 16 minutos de HIIT mejora la atención selectiva inmediata en niños escolares diagnosticados TDAH. Se recomienda promover en el contexto educativo la práctica de ejercicio físico, en concreto, realizar 16 minutos de HIIT al comienzo de la jornada escolar. Este ejercicio de corta duración y que no requiere grandes recursos materiales ni humanos podría ayudar a mejorar la atención y motivación de niños y niñas en clase.

Development of the methods of conducting the developing game "QUIZ" for informal education of schoolchildren of middle and senior classes

Intellectual games are a good tool in teaching schoolchildren. Since they allow not only to submit new information in an interesting form, which draws the attention of schoolchildren, it is also used to verify the knowledge that has already been obtained. Various intellectual games are used in various spheres and at different levels of training, in this study the application of the intellectual game "QUIZ" in the framework of informal education of schoolchildren of middle and senior classes is considered.The aim of the work is development of a new methodology for conducting intellectual games, which will attract the attention of schoolchildren to various aspects of knowledge, as well as diversify the learning process.In this study, the methodology for conducting the intellectual game QUIZ is developed, various contests that are included in this game, and the methodology for their conduct are described.Studies of the use of this methodology in practice with the use of developed competitions and media materials are conducted. The advantages and disadvantages of using this training method are analyzed. A survey of schoolchildren is conducted, which revealed the success of this training method

Acute physical activity and delayed attention in primary school students.

To examine the influence of different types of exertion on immediate and delayed attention in 116 primary school children divided in three groups of exertion [cognitive exertion - CE (school curricular lesson), physical exertion - PE (traditional physical education lesson), mixed cognitive and physical exertion - CPE (coordinative physical education lesson)]. CPE was the combination of physical load due to the practice of physical exercises and of cognitive load requested to perform movement-based problem solving tasks requiring accurate timing, temporal estimations, temporal production, and spatial adjustments. Children's attentional capacity was tested before (pre) and after (at 0 min and at 50 min post) a CE, a PE, or a CPE lesson, using the d2-test of attention, and analyzed using a 3 × 3 × 2 mixed analysis of covariance with exertion type and time as within factors, gender as between factor, and baseline data as covariate. Effect sizes were calculated as partial eta squared (ƞ(2)). Results showed that participants' attentional performance was significantly affected by exertion type (P < 0.0001), by time (P < 0.0001) and by exertion type × time interactions (P < 0.0001). The effect sizes ranged from medium (0.039) to large (0.437). Varying the type of exertion has different beneficial influences on the level of attention in school children.

Effect of Surya Namaskar on Sustained Attention in School Children

Background: Sun salutation (Surya Namaskar) is a comprehensive Yoga technique which incorporates physical activity, breath regulation, relaxation and awareness. Apart from improving physical stamina and endurance, Surya namaskar has been shown to influence an individual’s perception and performance. Hence, the present study has been designed to measure the performance of school children in a digit letter substitution task following the practice of Surya namaskar compared to physical exercise.

Two types of behavioral inhibition: Relations to effortful control and attention in school children

This study aimed to examine the relationship of two types of behavioral inhibition, social inhibition and nonsocial inhibition, to effortful control and attention in 7–9-year olds. Social and nonsocial inhibition and effortful control were assessed by questionnaires. The child version of the Attention Network Task was used to measure attention including alerting, orienting and executive attention. Results indicated that in girls, social inhibition was negatively related to effortful control and alerting, while nonsocial inhibition was positively related to orienting; there was an interaction between social and nonsocial inhibition in predicting executive attention in boys. Thus, it is of great significance to differentiate social and nonsocial inhibition when examining the association between behavioral inhibition and effortful control and attention in school-age children.