Der Zusammenhang zwischen zeitlicher Aufmerksamkeitsallokation und Lese-Rechtschreibleistungen im frühen Sekundarschulalter

Heim, Sabine, Keil, Andreas and Ihssen, Niklas 2006. Der Zusammenhang zwischen zeitlicher Aufmerksamkeitsallokation und Lese-Rechtschreibleistungen im frühen Sekundarschulalter. Zeitschrift für Psychologie 214 (4) , pp. 196-206. 10.1026/0044-3409.214.4.196

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Abstract

Literacy skills have been linked to temporal shifts of attention. We set out to examine the parameters of temporal attention in 29 classroom children aged 10 to 13 years. Children identified two green target words amidst a stream of white distractor words. Higher attentional capacity for rapidly presented targets was related to faster reading and superior spelling accuracy as measured by age-appropriate language tests. Faster decoding of arbitrary pseudowords, however, was associated with greater sensitivity to interference induced by intervening distractors. There was no significant relationship between the attentional parameters and the performance in the nonverbal Wechsler Block Design test. Our results suggest that reading and spelling familiar items benefit primarily from efficient attentional allocation to targets, but to a lesser extent from ignoring task-irrelevant stimuli. Conversely, controlled, rule-based processing of pseudowords benefits to a higher degree from focusing resources on a first stimulus, at the cost of processing subsequent events.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Medicine Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Uncontrolled Keywords:	attentional blink, visual temporal attention, classroom children, reading and spelling skills
Publisher:	Hogrefe
ISSN:	0044-3409
Last Modified:	30 Jun 2017 02:35
URI:	https://orca.cardiff.ac.uk/id/eprint/33348

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