Carter J D, Swanson H L
Department of Educational Psychology & Special Education, University of British Columbia, Vancouver, Canada.
J Abnorm Child Psychol. 1995 Apr;23(2):201-20. doi: 10.1007/BF01447089.
The purpose of this study was to compare two competing models as an explanation of the relationship between intelligence and sustained attention in educationally at-risk kindergarten children. One model assumes that lower-IQ subjects allocate greater amounts of attentional resource of information-processing tasks than higher-IQ subjects, whereas the other model assumes that a "less-than" optimal level of arousal is associated with decrements in task performance across time. Twenty-nine teacher-nominated at-risk and 29 normal achieving kindergarten students were administered the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and vigilance taks. Signal detection measures of stimulus detectability (d'), decision criterion (beta), correct detections, and false alarms were used to assess children's sustained attention across three time periods (2, 4, and 6 min). The important results were (a) high-risk children were inferior on d' measures when compared to normal achieving children, (b) vigilance measures did not vary over time in either group, and (c) intelligence and vigilance shared a common factor in high-risk, but not low-risk, children. The results suggest that children educationally at risk suffer deficits related to attentional capacity for processing information.
本研究的目的是比较两种相互竞争的模型，以解释教育上处于风险的幼儿园儿童的智力与持续注意力之间的关系。一种模型假设，与高智商受试者相比，低智商受试者在信息处理任务上分配了更多的注意力资源，而另一种模型假设，低于最佳水平的唤醒与任务绩效随时间的下降有关。对29名教师提名的处于风险中的儿童和29名正常达标的幼儿园学生进行了韦氏学前和小学智力量表修订版（WPPSI-R）及警觉任务测试。使用刺激可检测性（d'）、决策标准（β）、正确检测和错误警报的信号检测指标来评估儿童在三个时间段（2分钟、4分钟和6分钟）的持续注意力。重要结果如下：（a）与正常达标的儿童相比，高风险儿童在d'指标上表现较差；（b）两组的警觉指标均未随时间变化；（c）在高风险儿童而非低风险儿童中，智力和警觉共享一个共同因素。结果表明，教育上处于风险的儿童在处理信息的注意力能力方面存在缺陷。
