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  Attention training in schoolchildren improves attention but fails to enhance Fluid intelligence

Sarzynska, J., Żelechowska, D., Falkiewicz, M., & Necka, E. (2017). Attention training in schoolchildren improves attention but fails to enhance Fluid intelligence. Studia Psychologica, 59(1), 50-65. doi:10.21909/sp.2017.01.730.

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Item Permalink: http://hdl.handle.net/21.11116/0000-0004-AB46-D Version Permalink: http://hdl.handle.net/21.11116/0000-0004-DFB3-7
Genre: Journal Article

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 Creators:
Sarzynska, Justyna1, Author
Żelechowska, Dorota1, Author
Falkiewicz, Marcel2, 3, Author              
Necka, Edward 1, 4, Author
Affiliations:
1University of Social Sciences and Humanities, Warsaw, Poland, ou_persistent22              
2Max Planck Research Group Neuroanatomy and Connectivity, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_1356546              
3Nencki Institute of Experimental Biology, Warsaw, Poland, ou_persistent22              
4Jagiellonian University, Krakow, Poland, ou_persistent22              

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 Abstract: 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.

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Language(s): eng - English
 Dates: 2015-12-242017-032017-03
 Publication Status: Published in print
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Method: -
 Identifiers: DOI: 10.21909/sp.2017.01.730
 Degree: -

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Grant ID : N N106 328239
Funding program : -
Funding organization : Polish Ministry of Science and Higher Education

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Title: Studia Psychologica
Source Genre: Journal
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Publ. Info: Bratislava : SAV
Pages: - Volume / Issue: 59 (1) Sequence Number: - Start / End Page: 50 - 65 Identifier: ISSN: 0039-3320
CoNE: https://pure.mpg.de/cone/journals/resource/0039-3320