This research revealed the children with difficulties in attentional functions among healthy children attending primary school and aimed to identify the possible sociodemographic factors, such as the child’s age, gender, and school grade, that could influence attentive performance. The participants were 105 children aged 6–10 years (M age = 8.6; SD = 1.04), attending primary schools. Family economic condition was mostly at a medium level (63.5%), and parents most frequently had 13 years of schooling. The computerized test KiTAP was administered to children to assess their attentional functions. Results showed a higher frequency of omissions and false alarms and a reduced speed in alertness, go/no-go, and sustained attention tasks compared to Italian norms. Hierarchical regression analyses were run with school grade, gender, and current age as independent variables and mean reaction times (and standard deviation), number of omissions, and false alarms as dependent ones. The results showed that male gender and attending a lower grade impacted on lower attentional performance in several subtests. Girls showed the best performances in tests of distractibility and impulsive reaction tendencies, while higher school grade positively influenced divided and sustained attention. These results could be useful to identify children with major attentional difficulties, and some recommendations for future studies and the implementation of attention empowerment programmes are proposed.

Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6- to 10-Year-Old Children

Tremolada M.
;
Bonichini S.
2019

Abstract

This research revealed the children with difficulties in attentional functions among healthy children attending primary school and aimed to identify the possible sociodemographic factors, such as the child’s age, gender, and school grade, that could influence attentive performance. The participants were 105 children aged 6–10 years (M age = 8.6; SD = 1.04), attending primary schools. Family economic condition was mostly at a medium level (63.5%), and parents most frequently had 13 years of schooling. The computerized test KiTAP was administered to children to assess their attentional functions. Results showed a higher frequency of omissions and false alarms and a reduced speed in alertness, go/no-go, and sustained attention tasks compared to Italian norms. Hierarchical regression analyses were run with school grade, gender, and current age as independent variables and mean reaction times (and standard deviation), number of omissions, and false alarms as dependent ones. The results showed that male gender and attending a lower grade impacted on lower attentional performance in several subtests. Girls showed the best performances in tests of distractibility and impulsive reaction tendencies, while higher school grade positively influenced divided and sustained attention. These results could be useful to identify children with major attentional difficulties, and some recommendations for future studies and the implementation of attention empowerment programmes are proposed.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11577/3307887
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