The purpose of the present study was to test the effect of attentional distraction on temporal bisection performance in 5-and 8-year-old children. During a rst learning phase, children were trained to discriminate on a temporal bisection task a short standard duration (2 sec) from a long one (8 sec), presented as visual stimuli. Later, in a second testing phase, intermediate durations (3, 4, 5, 6, 7 s), including the standard durations, were presented. Children's task still was to report if it was a short standard duration or a long one. In addition, during the non-standard duration, a distracter either did or did not appear. Results showed increasing proportions of "it is the long standard duration" (response "long") with increasing stimulus durations in both distracter and non-distracter conditions. However, psychophysical functions were atter in the 5-year-olds than in the 8-year-olds, revealing their lower sensibility to time. Nevertheless, the 5-year-olds' proportion of long responses was higher under the distracter than in the non-distracter condition. Consequently, the point of subjective equality (PSE), corresponding to the stimulus duration to which the subject produced 50% of responses of "long" was lower under the distracter condition as compared to the non-distracter condition. Conversely, for the 8-year-olds, the PSE was signi cantly higher in the distracter than in the non-distracter condition. Five-year old children overestimated the time in the presence of an attentional distracter, whereas 8-year olds tended to underestimate it. The leftward shift and the rightward shift of the PSE in the 5-and the 8-year-olds, respectively, were accounted for by limited-capacity attention in the ve-year olds. L'objectif de cette étude est de tester l'effect d'un distracteur attentionnel sur les performances temporelles d'enfants âgés de 5 et de 8 ans, soumis à une tâche de bissection temporelle. Dans une première phase d'apprentissage, les enfants sont entraînés à discriminer une durée standard courte (2 s) d'une durée standard longue (8 s), chacune présentée sous forme de stimulus visuel. Puis, dans une seconde phase test, des durées non-standard sont présentées comprenant les durées standard et des durées intermédiaires (3, 4, 5, 6, 7 s), la tâche des enfants consistant toujours à dire si c'est la durée standard courte ou la durée standard longue. En outre, durant cette durée non-standard, un distracteur attentionnel est ou non délivré. Les résultats montrent que la proportion de réponses "c'est le standard long" (réponse "long") augmente avec la durée des stimuli dans les 2 conditions expérimentales, avec et sans distracteur. Touefois, les fonctions psychophysiques ainsi obtenues apparaissent plus plates chez les enfants de 5 ans que chez ceux de 8 ans, ce qui révèle leur moins bonne sensibilité au temps. De plus, à l'âge de 5 ans, la proportion de réponses "long" d'égalité subjective, correspondant à la durée du stimulus pour laquelle le sujet produit s'avère plus élevée dans la condition avec distracteur qu...
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