Centre for Assessment Research, Policy and Practice in Education, Institute of Education, Dublin City University, Ireland; Dept. of Psychology, University of Limerick, Ireland.
Independent Researcher, Dublin, Ireland.
Neurosci Biobehav Rev. 2022 Jun;137:104633. doi: 10.1016/j.neubiorev.2022.104633. Epub 2022 Mar 23.
There are a myriad of interventions promoting activities designed to help enhance sustained attention in children and adolescents. In this systematic review, we critically evaluate the evidence behind three popular sustained attention training approaches - cognitive attention training, meditation, and physical activity. Seven databases were searched in addition to secondary searches. Cognitive attention training, meditation training or physical activity intervention studies aimed at improving sustained attention (randomised-controlled or non-randomised-controlled designs) in samples of children and adolescents (3-18 years) were included. We screened 3437 unique articles. Thirty-seven studies satisfied inclusion criteria. In general, cognitive attention training (n = 14) did not reliably improve sustained attention. Physical activity (n = 15) and meditation interventions (n = 8) demonstrated somewhat more potential in enhancing sustained attention, but these effects should be considered preliminary and need to be replicated with greater methodological rigour. Cognitive attention training demonstrated very limited transfer to other aspects of attention. Notably, mindfulness training had rather consistent positive effects on selective attention. Across all three intervention types, there was very weak evidence for transfer to other aspects of cognition, behaviour, and academic achievement. The paper concludes with methodological recommendations for future studies to strengthen the evidence base.
有许多干预措施旨在促进活动，以帮助提高儿童和青少年的持续注意力。在这项系统评价中，我们批判性地评估了三种流行的持续注意力训练方法——认知注意力训练、冥想和体育活动——背后的证据。除了二次搜索外，我们还在七个数据库中进行了搜索。认知注意力训练、冥想训练或体育活动干预研究旨在提高儿童和青少年（3-18 岁）样本中的持续注意力（随机对照或非随机对照设计）。我们筛选了 3437 篇独特的文章。37 项研究符合纳入标准。一般来说，认知注意力训练（n=14）并不能可靠地提高持续注意力。体育活动（n=15）和冥想干预（n=8）在提高持续注意力方面显示出了更大的潜力，但这些效果应被视为初步的，需要用更高的方法学严谨性进行复制。认知注意力训练对注意力的其他方面的转移效果非常有限。值得注意的是，正念训练对选择性注意力有一致的积极影响。在所有三种干预类型中，注意力、行为和学业成绩等其他方面的转移证据非常薄弱。本文最后提出了未来研究的方法学建议，以加强证据基础。
