Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Science, Beijing, China.
PLoS One. 2013;8(2):e57417. doi: 10.1371/journal.pone.0057417. Epub 2013 Feb 25.
This study aimed to investigate two aspects of sustained attention in intellectually gifted children: first, the differences to intellectually average children; second, the differences between receiving standard education and enrichment education. Study 1 compared sustained attention between 24 intellectually gifted and 26 intellectually average children. The results showed that intellectually gifted children had better performance than their average peers, not only for the whole task but also on all indices. Study 2 compared sustained attention between 24 intellectually gifted children who received standard education and 24 intellectually gifted children who received enrichment education. The results showed that intellectually gifted children who received enrichment education performed better than those who received standard education. These findings are consistent with previous work and provide support for the implementation of enrichment education for intellectually gifted children.
第一，与智力普通儿童的差异；第二，接受标准教育和丰富教育之间的差异。研究 1 比较了 24 名智力超常和 26 名智力普通儿童的持续性注意力。结果表明，智力超常儿童的表现优于其普通同龄人，不仅在整个任务中，而且在所有指标上都是如此。研究 2 比较了接受标准教育的 24 名智力超常儿童和接受丰富教育的 24 名智力超常儿童的持续性注意力。结果表明，接受丰富教育的智力超常儿童比接受标准教育的儿童表现更好。这些发现与之前的工作一致，并为对智力超常儿童实施丰富教育提供了支持。
