The Development Of The Attention Ability Of 6-10 Aged Children And The Multiple Assessments Of Poor Attention Children

Attention is a basic cognitive abilities needed by all behaviors, and the assessment is also an important issue for research. Attention ability and intelligence, academic achievement has very close links. So, from the point of views of both theoretical research and practical application, researches about attention are very important.In this study, normal children and poor attention children in attention were both pay attention to.Research 1 examine 139 children aged 6-10 years, as the research objects, using a variety of attention tests to explore the developing trends of three attention aspects and the the relationship between the daily behavior and cognitive tasks. The results conduct:The scores of all tasks of Daily attention test (TEAch) and the attention and planning tasks of CAS showed a significant age effect. The performance of the tasks increases with age. A subjective assessment of children's daily behavior (Conners Questionnaire for Teacher) as the dependent variable, three scheduled tasks of TEAch, two scheduled task of CAS and age factors as independent variables, the regression analysis found that:either hyperactivity impulse, inattention or hyperactivity index, can be interpreted as selective attention, sustained attention and attention executive these three aspects of attention capacity.Research 2 selected 20 children who diagnosed as attention abnormal and 20 normal children matched in age and IQ, were tested by the daily attention test for children (TEAch), attention network test (ANT), dual task (Dual Task) and cognitive assessment system (CAS) to examine the adverse difference between the two groups in order to explore where the specific cognitive deficits in poor attention children.1) Poor attention children and the control group showed alerting, re-orientating, and attention executive effect. The reaction time in middle clue was lower significantly than no clue condition. The RT in spatial cues was lower significantly than double cues condition. Compared to the neutral flanker conditions, the RT with inconsistent flanker was significant longer. More attention to the difference of effect size between the two groups, no significant difference was found in alerting or conflict control effects, while the poor attention children showed bigger re-orientating effect than the control group. The result indicated spatial cue was more useful to poor attention children.2) Energy model was used to explain the cognitive result. In the first level of the model, no difference exited between the poor attention children and the control group. The processing stages both included three stages. In the second level of the model, poor attention children showed attention deficit. It is found in this study that in the tasks with high demand of encoding at the perceptual stage, the performance of poor attention children was weaker than the control group. While in the tasks with low demand of encoding at the perceptual stage, there is no difference between the two groups. In the third level, poor attention children also showed the defect of speed-accuracy balance.