Preprint Article Version 1 This version is not peer-reviewed

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

Version 1 : Received: 1 November 2018 / Approved: 2 November 2018 / Online: 2 November 2018 (10:25:44 CET)

A peer-reviewed article of this Preprint also exists.

Tremolada, M.; Taverna, L.; Bonichini, S. Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children. Behav. Sci. 2019, 9, 7. Tremolada, M.; Taverna, L.; Bonichini, S. Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children. Behav. Sci. 2019, 9, 7.

Journal reference: Behav. Sci. 2019, 9, 7
DOI: 10.3390/bs9010007

Abstract

This research revealed the children with difficulties in attentional functions in healthy children attending primary school and aimed to identify the possible socio-demographic factors such as child’s age, gender and school’s grade that could influence attentive performance. The participants were 105 children aged 6-10 years (M age=8.6; SD=1.04), 57 females, attending primary schools. Family economic condition attested mostly at a medium level (63.5%) and parents had more frequently 13 years of schooling. The computerized test KiTAP was administered to children to assess attentional functions. Results showed higher frequency of omissions and false alarms and a reduced speed in Alertness, Go/No go and Sustained Attention tasks comparing to Italian norms. A series of 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 of false alarms as dependent ones. Results showed male gender and attending a lower primary school grade impacting on lower attentional performance in several subtests. Females showed the best performances in distractibility and impulsive reaction tendencies tests, while higher school grade positively influenced the divided and sustained attention. These results could be useful to identify children with major attentional difficulties and some recommendations for futures studies and implement attention empowerment programmes were proposed.

Subject Areas

attentional functions; primary school; KiTAP; healthy children; gender; delays

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