Sustained Attention and Its Relationship to Fluid Intelligence and Working Memory in Children
Sustained Attention and Its Relationship to Fluid Intelligence and Working Memory in Children
复制标题
儿童持续注意力及其与流体智力和工作记忆的关系
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Claudia M. Roebers
中科院分区：
文献类型：
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作者：
Annik E. Voelke;Claudia M. Roebers
理解智力的个体差异仍然是一个有趣的研究问题，即使有超过世纪的实证研究和大量的模型和理论。我们知道，工作记忆（WM）能够解释儿童和成人流体智力的大量差异，但我们也知道它不是智力的唯一预测因素。人们还研究了许多其他的信息处理机制。成人样本的结果似乎表明，持续的注意力在一段较长的时间内保持对特定任务的注意力的能力与流体智力密切相关。关于儿童时期这一主题的研究很少，但现有数据似乎与成人样本的结果一致。本研究的目的是评估儿童的持续注意力及其与流体智力和工作记忆的关系。此外，我们想探讨持续的注意力是否有助于预测智力超过WM。125名10岁奥尔兹的样本进行了评估，使用测试的流体智力，持续注意力和WM。结果表明，正如预期的那样，工作记忆和流体智力显著相关。然而，令人惊讶的是，持续的注意力与流体智力或WM无关。利用以前的研究和理论考虑的结果，我们得出结论，持续的注意力可能与儿童时期的流体智力没有直接关系，而是它可能是一个更远的因素，影响信息处理在更非结构化的学习情况下，从而影响学业成绩。
Understanding individual differences in intelligence remains an interesting research question, even with more than a century of empirical research and large numbers of models and theories. We know that working memory (WM) is able to explain substantial amounts of variance in fluid intelligence in both children and adults, but we also know that it is not the only predictor of intelligence. There are many other information-processing mechanisms that have been studied. Results in adult samples seem to indicate that sustained attention—the ability to maintain attention on a specific task over an extended period of time—is strongly related to fluid intelligence. There is little research on this topic in childhood, but the available data seems to converge with results from adult samples. The aim of the present study was to assess sustained attention and its relationship to fluid intelligence and WM in children. Additionally, we wanted to explore whether sustained attention contributes to the prediction of intelligence over and above WM. A sample of 125 ten-year olds was assessed using tests of fluid intelligence, sustained attention and WM. The results showed that, as expected, WM and fluid intelligence were significantly related. Surprisingly however, sustained attention was not related to fluid intelligence or WM. Using results from previous studies and theoretical considerations, we concluded that sustained attention may not be directly related to fluid intelligence in childhood, but rather that it may be a more distal factor influencing information processing in more unstructured learning situations and hence impacting academic achievement.