Johnson Janice, Howard Steven J, Pascual-Leone Juan
Department of Psychology, York University, Toronto, CA.
School of Education, University of Wollongong, Wollongong, AU.
J Cogn. 2024 May 23;7(1):47. doi: 10.5334/joc.370. eCollection 2024.
Two working memory (WM) measures were contrasted, to clarify the nature of advantages in gifted children's cognitive processing. It was predicted that cognitively gifted children would excel in WM tasks taxing mental attention (i.e., n-back) but not tasks supported by perceptual attention (i.e., self-ordered pointing, SOPT). Ninety-one children aged 9-10 and 13-14 years, in a gifted or mainstream classroom, received n-back and SOPT, plus measures of mental-attentional (-) capacity, inhibition, and shifting. Older children generally scored higher than younger children. As predicted, gifted children outperformed mainstream peers on all tasks, except for SOPT. Results demonstrate the need to distinguish between mental and perceptual attention in measurement of WM.
对比了两种工作记忆（WM）测量方法，以阐明有天赋儿童认知加工优势的本质。预计认知能力有天赋的儿童在需要心理注意力的WM任务（即n-back任务）中表现出色，但在由感知注意力支持的任务（即自我排序指向任务，SOPT）中则不然。91名年龄在9至10岁和13至14岁之间、就读于天才班或普通班的儿童接受了n-back任务和SOPT任务，以及心理注意力（-）能力、抑制和转换的测量。年龄较大的儿童总体得分高于年龄较小的儿童。正如预期的那样，除了SOPT任务外，有天赋的儿童在所有任务上的表现都优于普通同龄人。结果表明，在测量WM时需要区分心理注意力和感知注意力。
