Attentional Control in Middle Childhood Is Highly Dynamic--Strong Initial Distraction Is Followed by Advanced Attention Control

Autor/inn/en	Volkmer, Sindram; Wetzel, Nicole; Widmann, Andreas; Scharf, Florian
Titel	Attentional Control in Middle Childhood Is Highly Dynamic--Strong Initial Distraction Is Followed by Advanced Attention Control
Quelle	In: Developmental Science, 25 (2022) 6, (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Volkmer, Sindram) ORCID (Wetzel, Nicole) ORCID (Widmann, Andreas) ORCID (Scharf, Florian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13275
Schlagwörter	Attention Control; Children; Adults; Task Analysis; Reaction Time; Age Differences; Auditory Stimuli; Visual Stimuli; Classification + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Child; Kind; Kinder; Aufgabenanalyse; Reaktionsvermögen; Age; Difference; Age difference; Altersunterschied; Auditive Stimulation; Classification system; Klassifikation; Klassifikationssystem
Abstract	The ability to shield against distraction while focusing on a task requires the operation of executive functions and is essential for successful learning. We investigated the short-term dynamics of distraction control in a data set of 269 children aged 4-10 years and 51 adults pooled from three studies using multilevel models. Participants performed a visual categorization task while a task-irrelevant sequence of sounds was presented which consisted of frequently repeated standard sounds and rarely interspersed novel sounds. On average, participants responded slower in the categorization task after novel sounds. This distraction effect was more pronounced in children. Throughout the experiment, the initially strong distraction effects declined to the level of adults in the groups of 6- to 10-year-olds. Such a decline was neither observed in the groups of the 4- and 5-year-olds, who consistently showed a high level of distraction, nor in adults, who showed a constantly low level of distraction throughout the experimental session. Results indicate that distraction control is a highly dynamic process that qualitatively and quantitatively differs between age groups. We conclude that the analysis of short-term dynamics provides valuable insights into the development of attention control and might explain inconsistent findings regarding distraction control in middle childhood. In addition, models of attention control need to be refined to account for age-dependent rapid learning mechanisms. Our findings have implications for the design of learning situations and provide an additional source of information for the diagnosis and treatment of children with attention deficit disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01