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A developmental study of visual selective attention
Authors:A D Pick  M D Christy  G W Frankel
Affiliation:1. Sagol School of Neuroscience, Tel Aviv University, Tel Aviv 6997801, Israel;2. The School of Psychological Sciences, Tel Aviv University, Tel Aviv 6997801, Israel;3. Psychology Department, University of Utah, Salt Lake City 84112, UT, USA;1. Department of Psychology, Chuo University, 742-1, Higashinakano, Hachioji, Tokyo 192-0393, Japan;2. Department of Psychology, Japan Women’s University, 1-1-1, Nishi-ikuta, Tama-ku, Kawasaki, Kanagawa 214-8565, Japan;1. Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada;2. Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada;3. Department of Neuroscience, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada;4. Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada;5. Child and Adolescent Imaging Research Program, University of Calgary, Calgary, Alberta, Canada;6. Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada;7. Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta, Canada
Abstract:The experiment was designed to identify processes underlying a developmental trend toward greater selectivity of attention. Second graders and sixth graders compared some aspect of pairs of objects under two conditions. In one condition subjects were informed of the relevant aspect prior to stimulus presentation and in the other condition subjects were informed of the relevant aspect only after stimulus presentation.The older children had faster reaction times overall than did the younger children. In addition, the difference between reaction times in the two conditions was greater for the older children than for the younger children. An implication of the results is that children improve in their ability to focus attention exclusively on relevant information when they have knowledge of the relevant information. It was also suggested that complexity and codability of stimulus information affects the way in which it is perceived and recalled.
Keywords:
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