Auditory attention switching: a developmental study

The developmental course of the ability to rapidly allocate attention was studied using a dichotic listening task with 8-year old, 11-year old and college age subjects. In this task, subjects were instructed to listen to one ear for predescribed targets and then were later signaled (on some trials) to switch their attention to the other ear. Reorientation was assessed by comparing the pattern of subjects' omission and intrusion errors on trials following a command to switch ears with the pattern of errors on no-switch trials. Older subjects were better able to reallocate their attention in accordance with task demands, with the greatest gains in performance occurring between ages 8 and 11. This developmental change appears to be generally continuous and quantitative in nature. Since successful performance of this task requires flexibility in subjects' ability to control their focus of attention, these results support the hypothesis that the basis of the developmental improvement in the ability to ignore irrelevant information is linked to the ability to use active attentional strategies.