Literaturnachweis - Detailanzeige
Autor/inn/en | Kannass, Kathleen N.; Colombo, John |
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Titel | The Effects of Continuous and Intermittent Distractors on Cognitive Performance and Attention in Preschoolers |
Quelle | In: Journal of Cognition and Development, 8 (2007) 1, S.63-77 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1524-8372 |
Schlagwörter | Age; Preschool Children; Task Analysis; Attention; Problem Solving; Cognitive Development; Television; Evaluation Methods; Classroom Environment; Learning Alter; Lebensalter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Aufmerksamkeit; Problemlösen; Kognitive Entwicklung; Fernsehen; Fernsehtechnik; Klassenklima; Unterrichtsklima; Lernen |
Abstract | We investigated the effects of different amounts of distraction on preschoolers' task performance and attention. Children 3.5 and 4 years of age completed problem-solving tasks in one of three conditions: no distraction, intermittent (periodic) distraction, or continuous distraction. The results revealed differential effects of the distractors at the different ages. The younger group was susceptible to any kind of distraction; task performance and attention were equally impaired during both distraction conditions. The older group was less susceptible to external distraction, with task performance and attention most impaired in the continuous distraction condition. The results are discussed in terms of the relevance of the amount of competition for attentional focus present in distractors and the development of executive functions in early childhood. (Contains 1 table.) (As Provided). |
Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |