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The Role of Executive Control of Attention and Selective Encoding for Preschoolers' Learning
Author(s) -
Roderer Thomas,
Krebs Saskia,
Schmid Corinne,
Roebers Claudia M.
Publication year - 2011
Publication title -
infant and child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.87
H-Index - 57
eISSN - 1522-7219
pISSN - 1522-7227
DOI - 10.1002/icd.738
Subject(s) - psychology , encoding (memory) , attentional control , task (project management) , selective attention , cognitive psychology , control (management) , developmental psychology , cognition , neuroscience , artificial intelligence , management , computer science , economics
Selectivity in encoding, aspects of attentional control and their contribution to learning performance were explored in a sample of preschoolers. While the children are performing a learning task, their encoding of relevant and attention towards irrelevant information was recorded through an eye‐tracking device. Recognition of target items was used as measure of learning outcome, and individual differences in resistance to interference and inhibition of attention to task‐irrelevant stimuli (i.e. distractibility) were used as measures of executive control of attention. Results indicated well‐developed selectivity during encoding in young children. Recognition performance was related to selective encoding and aspects of attentional control, explaining individual differences in learning. Copyright © 2011 John Wiley & Sons, Ltd.