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2017 | 59 | 1 | 50 – 65

Article title

ATTENTION TRAINING IN SCHOOLCHILDREN IMPROVES ATTENTION BUT FAILS TO ENHANCE FLUID INTELLIGENCE

Title variants

Languages of publication

EN

Abstracts

EN
Fluid intelligence is a critical factor in learning and instruction. It also influences performance at school and in the workplace. There have been many attempts to directly and indirectly improve general fluid intelligence by training its underlying cognitive functions, such as working memory, cognitive control, or attention. The aim of the present study was to determine the extent to which school-age children’s scores on intelligence tests could be improved by attention training. After training sessions, which consisted of four computerized cognitive tasks that practiced various aspects of attention, the children’s scores on an attention test improved, with fewer false alarms and increased performance speed. This improvement partially persisted over an extended period of time. However, this effect was not associated with higher intelligence test scores. These results suggest that attention is possible to develop through short-term interventions but general intelligence is not. We interpret our findings in terms of the three-stratum theory of human intelligence.

Year

Volume

59

Issue

1

Pages

50 – 65

Physical description

Contributors

  • University of Social Sciences and Humanities, ul. Chodakowska 19/31, 03-815 Warszawa, Poland
author

References

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.cejsh-e1f9de40-ff19-4c68-9c88-4a78a39f17f2
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