The Effects of Continuous and Intermittent Distractors on Cognitive Performance and Attention in Preschoolers

Autor/inn/en	Kannass, Kathleen N.; Colombo, John
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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