Scope of attention, control of attention, and intelligence in children and adults

Cowan, Nelson; Fristoe, Nathanael; Elliott, Emily M.; Brunner, Ryan; Saults, J. Scott

doi:10.3758/bf03195936

Cited by 212 publications

(236 citation statements)

References 87 publications

(149 reference statements)

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“…A number of studies have shown that ''passive'' verbal STM tasks, such as those used in this study, are determined by participants' ability to keep the memoranda in the focus of attention, especially during encoding (Cowan, Fristoe, Elliott, Brunner, & Saults, 2006;Cowan et al, 2005;Majerus et al, 2009Majerus et al, , 2012. These attentional abilities are also likely to be critical during novel word learning, where learners must direct their attentional focus to the novel word being presented.…”

Section: Discussionmentioning

confidence: 99%

Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm

Majerus

Boukebza

2013

Journal of Experimental Child Psychology

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a b s t r a c tAlthough recent studies suggest a strong association between short-term memory (STM) for serial order and lexical development, the precise mechanisms linking the two domains remain to be determined. This study explored the nature of these mechanisms via a microanalysis of performance on serial order STM and novel word learning tasks. In the experiment, 6-and 7-year-old children were administered tasks maximizing STM for either item or serial order information as well as paired-associate learning tasks involving the learning of novel words, visual symbols, or familiar word pair associations. Learning abilities for novel words were specifically predicted by serial order STM abilities. A measure estimating the precision of serial order coding predicted the rate of correct repetitions and the rate of phoneme migration errors during the novel word learning process. In line with recent theoretical accounts, these results suggest that serial order STM supports vocabulary development via ordered and detailed reactivation of the novel phonological sequences that characterize new words.Ó 2013 Elsevier Inc. All rights reserved. IntroductionAn increasing literature is showing that verbal short-term memory (STM), and especially STM for serial order, is closely associated with lexical development. The underlying hypothesis is that shortterm retention abilities for sequential information support vocabulary development by facilitating 0022-0965/$ -see front matter Ó

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Section: Discussionmentioning

confidence: 99%

Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm

Majerus

Boukebza

2013

Journal of Experimental Child Psychology

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“…Recent work has also started to explore the extent to which children are able to direct their attention towards aspects of a task environment that are particularly goal-relevant (e.g. Cowan, Fristoe, Elliott, Brunner, & Saults, 2006;Cowan, Morey, AuBuchon, Zwilling, & Gilchrist, 2010;Shimi & Scerif, 2015;Shimi, Nobre, Astle, & Scerif, 2014). For example, Shimi et al (2014) presented 7 year-olds, 11 year-olds and young adults with simultaneous four-object arrays, followed by a single recognition probe, while manipulating the timing (before versus after encoding) and location (central versus peripheral) of visual cues orienting participants to a particular item in the array.…”

Section: Introductionmentioning

confidence: 99%

The limits of visual working memory in children: Exploring prioritization and recency effects with sequential presentation.

Berry¹,

Waterman²,

Baddeley³

et al. 2018

Developmental Psychology

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Recent research has demonstrated that, when instructed to prioritize a serial position in visual working memory, adults are able to boost performance for this selected item, at a cost to nonprioritized items (e.g. Hu et al., 2014). While executive control appears to play an important role in this ability, the increased likelihood of recalling the most recently presented item (i.e. the recency effect) is relatively automatic, possibly driven by perceptual mechanisms. In three experiments 7 to 10-year-old's ability to prioritize items in working memory was investigated using a sequential visual task (total N = 208). The relationship between individual differences in working memory and performance on the experimental task was also explored. Participants were unable to prioritize the first (Experiments 1 & 2) or final (Experiment 3) item in a 3-item sequence, while large recency effects for the final item were consistently observed across all experiments. The absence of a priority boost across three experiments indicates that children may not have the necessary executive resources to prioritize an item within a visual sequence, when directed to do so. In contrast, the consistent recency boosts for the final item indicate that children show automatic memory benefits for the most recently encountered stimulus. Finally, for the baseline condition in which children were instructed to remember all three items equally, additional working memory measures predicted performance at the first and second but not the third serial position, further supporting the proposed automaticity of the recency effect in visual working memory.

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“…O desenvolvimento de estratégias que visem a regulação, quer sejam de caráter cognitivo ou comportamental, são fundamentais no tratamento de sujeitos com défice atencional (A. Fernández, 2003;Hughes, Harmer, Killian, & Niarhos, 1995;Sparks, Javorsky, & Phillips, 2004), devido às dificuldades de seleção e conservação da memória a curto prazo presentes (Cowan, Fristoe, Elliot, Brunner, & Saults, 2006).…”

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Auto-instruções: estratégia de regulação atencional da THDA

Ramalho¹,

García-Señorán²,

González³

2011

Psicol. Reflex. Crit.

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ResumoA estratégia de auto-instruções tem vindo a ser reconhecida como uma relevante forma de regulação cognitivo-comportamental no incremento das capacidades atencionais, nomeadamente em sujeitos com Transtorno do Deficit de Atenção com Hiperatividade (TDAH). Neste artigo foi avaliada a atenção seletiva e a atenção sustentada em 2 grupos, ambos formados por pessoas com e sem TDAH, sendo que a um deles foi solicitada a realização de auto-instrução, com o objetivo de verificar se o uso desta estratégia promove as capacidades da atenção. Os resultados demonstraram que os sujeitos que realizam a estratégia de autoinstruções, quer apresentem ou não TDAH, manifestam melhores resultados do que os sujeitos que não a realizaram. Palavras-chave: Auto-instruções; Regulação; Transtorno do Deficit de Atenção com Hiperatividade (TDAH); Processos da Atenção. AbstractSelf-instruction strategy has been recognized as a relevant strategy in cognitive and behavioural regulation as a way of improving attention skills, namely in subjects with Attention Deficit Hyperactivity Disorder (ADHD). This paper aims at demonstrating the effectiveness of this strategy regarding this disorder in subjects with and without ADHD as a mean of promoting attention skills, particularly selective and sustained attention. The results showed that subjects who performed the verbal self-instruction strategy presented better results in both attention processes assessed, than those who did not do it.

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Scope of attention, control of attention, and intelligence in children and adults

Cited by 212 publications

References 87 publications

Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm

Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm

The limits of visual working memory in children: Exploring prioritization and recency effects with sequential presentation.

Auto-instruções: estratégia de regulação atencional da THDA

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