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Children's Attention (children + attention)
Selected AbstractsPreschool Children's Attention to Environmental Messages About Groups: Social Categorization and the Origins of Intergroup BiasCHILD DEVELOPMENT, Issue 4 2006Meagan M. Patterson This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3,5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel ("red" or "blue") social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms. [source] Children's attention to sample composition in learning, teaching and discoveryDEVELOPMENTAL SCIENCE, Issue 3 2010Marjorie Rhodes Two studies compared children's attention to sample composition , whether a sample provides a diverse representation of a category of interest , during teacher-led and learner-driven learning contexts. In Study 1 (n = 48), 5-year-olds attended to sample composition to make inferences about biological properties only when samples were presented by a knowledgeable teacher. In contrast, adults attended to sample composition in both teacher-led and learner-driven contexts. In Study 2 (n = 51), 6-year-olds chose to create diverse samples to teach information about biological kinds to another child, but not to discover new information for themselves, whereas adults chose to create diverse samples for both teaching and information discovery. Results suggest that how children approach the interpretation and selection of evidence varies depending on whether learning occurs in a pedagogical or a non-pedagogical context. [source] Conditioning attentional skills: examining the effects of the pace of television editing on children's attentionACTA PAEDIATRICA, Issue 10 2009NR Cooper Abstract Aim:, There is increasing concern about the behavioural and cognitive effects of watching television in childhood. Numerous studies have examined the effects of the amount of viewing time; however, to our knowledge, only one study has investigated whether the speed of editing of a programme may have an effect on behaviour. The purpose of the present study was to examine this question using a novel experimental paradigm. Methods:, School children (aged 4,7 years) were randomly assigned to one of two groups. Each group was presented with either a fast- or slow-edit 3.5-min film of a narrator reading a children's story. Immediately following film presentation, both groups were presented with a continuous test of attention. Results:, Performance varied according to experimental group and age. In particular, we found that children's orienting networks and error rates can be affected by a very short exposure to television. Conclusion:, Just 3.5 min of watching television can have a differential effect on the viewer depending on the pacing of the film editing. These findings highlight the potential of experimentally manipulating television exposure in children and emphasize the need for more research in this previously under-explored topic. [source] Choosing a safe place to cross the road: the relationship between attention and identification of safe and dangerous road-crossing sitesCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 4 2003Z. Tabibi Abstract Background Safe pedestrian behaviour relies on cognitive skills, including the ability to focus attention on the traffic environment and ignore irrelevant stimuli. An important pedestrian skill that young children find difficult is the ability to find a safe place to cross the road. The aim of this study was to examine the relationship between attention and children's ability to identify safe and dangerous road-crossing sites. Methods Participants were 95 children (aged 6.5 years, 8.6 years and 10.4 years) and 33 adults. Ability to identify safe and dangerous road-crossing sites was assessed using computer presentations of five safe and five dangerous sites. Attention was assessed using the Stroop test for resistance to interference. Correlations were calculated between Stroop test measures and pedestrian task measures (accuracy and speed of identifying safe and dangerous road-crossing sites) for each age group separately. Results The ability to identify safe and dangerous road-crossing sites and the ability to resist interference increased with age. Significant correlations were observed between identification of safe and dangerous road-crossing sites and performance on the Stroop test for children but not for adults. Discussion The results indicated that attention is required for identifying road-crossing sites quickly and accurately, especially for younger children. Road safety training programmes for children may need to take into account the development of children's attention. [source] | ||||||||||