Rethinking Attentional Development: Reflexive and Volitional Orienting in Children and Adults

Autor/inn/en	Ristic, Jelena; Kingstone, Alan
Titel	Rethinking Attentional Development: Reflexive and Volitional Orienting in Children and Adults
Quelle	In: Developmental Science, 12 (2009) 2, S.289-296 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2008.00756.x
Schlagwörter	Attention; Preschool Children; Child Development; Adults; Individual Power; Maturity (Individuals); Age Differences; Cognitive Development; Comparative Analysis + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Eigeninitiative; Reifung; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung
Abstract	It is thought that a child takes the first 8 years of life to develop an adult-like volitional attention system. The data that support this belief, however, are based on studies that inadvertently measured a combination of volitional and reflexive attention, rather than volitional attention alone. What is immature then in children that are younger than 8 years of age? The volitional attention system or the manner that volitional and reflexive attention systems combine? We investigated this issue, with preschool and adult populations, by first isolating and then combining volitional and reflexive attention systems. Our results indicate that both volitional attention, and the way it combines with reflexive orienting, are immature in preschool children. We suggest that when volitional attention becomes adult-like its combination with reflexive attention will also become mature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10