Development of Attentional Functions in School-Age: Evidence from both Traditional and Computerized Tasks

Abstract

The present study examines the development of basic attentional functions (sustained attention, selective attention, flexibility and divided attention) in 172 elementary school children (6-12 years) by using representative subtests from both a computerized (KITAP) and a traditional battery (TEA-Ch). The results indicate significant age-related improvements between 8 and 10 years in all the attentional functions irrespective of the assessment tool. Specifically, the results from both instruments converge regarding the developmental rates for divided attention, sustained attention and flexibility. However, performance scores in KITAP suggest a developmental plateau after the age of 10 years, whereas TEA-Ch subtests seem to be more sensitive to uncovering attention performance differences beyond the age of 10.