A Longitudinal Study of Children’s Attention and Intellectual Development During the Transition to School and their Relationships to Mathematics Achievement

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：15

、訪客IP：18.218.129.100

姓名

李漢華(Hon Wah Lee) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

(A Longitudinal Study of Children’s Attention and Intellectual Development During the Transition to School and their Relationships to Mathematics Achievement)

相關論文

★ 國民小學教師創新接受傾向與資訊科技融入教學接受程度之相關因素研究 -以台北市資訊重點學校為例	★ 內外在動機、創造力工作環境與創造力之相關研究－以第八屆創思設計與製作競賽之參賽學生為例
★ 台北市國小教師教學信念、學校環境因素與資訊科技融入教學實施成效之相關研究	★ 教師情緒智慧、教師權能與教師效能感之相關研究─以桃園縣公立國民小學教師為例
★ 一位大學優良教師的教育實踐—女研究生與主角的共同敘說	★ 敘說一位研究型大學教師之自我座落
★ 書法教學現況及教師書法教學意願之研究—以台北市國小為例	★ 影響實習教師實習困擾之相關因素研究-以九十四學年度半年制實習教師為例
★ 敘說實習教師之教師認同	★ 工科研究生的學習樣貌—一個情境學習的觀點
★ 探究「一位教學傑出教師的生命與特質」—以外甥與研究生角色進行探究	★ 用心傾聽一段永不停止的關係-一位大學傑出教師與學生關係之敘說
★ 影響國小學童家長送子女參加課後補習之相關因素研究---以桃園縣中壢市為例	★ 編織生命樣貌—一位工藝藝術師與研究生共同勾勒美的故事
★ 脫下假面：敘說一位穿梭於舞蹈班與普通班之間的初任教師之蛻變	★ 以故事、合作、對話、反省融入國中生數學學習的行動研究

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

注意力在孩童時期有非常顯著的發展，因此，了解兒童注意力在學齡階段的正常發展亟為重要。在認知神經科學領域中，注意力被認為有多元面向，而不同的注意力面向的發展並不相同。目前關於注意力的不同面向在學齡階段之縱貫發展以及其對其他認知能力與學習表現之研究皆普遍缺乏。本研究以縱貫追蹤方式及使用注意力網絡測驗和停止信號作業為主要研究工具，探討兒童從六歲到十歲間之注意力發展，並瞭解注意力與智力在兒童發展上之關聯及對數學成就之預測力。本研究發現：(1) 在不同的注意力面向中，只有導向性網絡和衝動控制能力在此期間快速的發展，但警覺性網絡和執行功能網絡則沒有重要的變化，而兒童的語文智力和流體智力在此期間均有明顯進步，此外，注意力和智力的個別差異整體而言在這四年逐漸減少，但兒童之間智力的差異相對於注意力的差異在發展上更為穩定；(2) 兒童在六歲時的導向性分數和執行功能分數可以有效預測四年後的語文智力表現，但相反地智力對注意力卻沒有預測力；(3) 兒童在六歲時的導向性分數可以有效預測十歲時的數學知識表現，但他們在六歲時的智力對四年後的數學表現並沒有預測力。本研究結果顯示，注意力在國小時期的發展不但有很大的可塑性，同時對於語文智力和數學成就也有其重要性。

摘要(英)

Understanding the typical development of attention in childhood is crucial as attention shows the greatest changes in this period when children begin formal schooling and when their brain develops very rapidly. It is now widely accepted in cognitive neuroscience that attention is multidimensional and the efficiency of different attention subcomponents changes with one’s development. However, there is a general lack of developmental studies that investigate how these subcomponents of attention change during this important period of childhood and the long-term effects this has on other aspects of cognition and school learning. Therefore, the present study seeks to address this gap in the literature by exploring the developmental relationship between attention and intelligence in children during their transition to school and its predictive validity for mathematics achievement by following two cohorts of children longitudinally from 6 to 10 years of age who studied in the same kindergarten and later in the same elementary school and by using two well-validated experimental paradigms, the attention network test and the stop-signal task. This study found that, firstly, attention and intelligence showed rather opposite patterns of development. In contrast to both crystallised and fluid intelligence which showed substantial development in this period, the most dramatic development in attention was observed in the orienting network and inhibitory control, whereas the alerting and conflict networks showed no important changes. Interindividual differences in both attention and intelligence gradually reduced in these four years, but such idiosyncrasies remained rather stable in intelligence but gradually faded away in attention. Secondly, IQ was not a predictor of attention either concurrently or longitudinally, but the orienting and conflict networks were found to contribute to age-related improvement in verbal IQ in this period. Thirdly, whereas fluid intelligence was a concurrent predictor of applying and reasoning in mathematics at age 10, it was orienting of attention which was a longitudinal predictor of knowing in mathematics. These results suggest that there is great plasticity in the development of attention between the ages of 6 and 10 and highlight the importance of the orienting and conflict networks to verbal IQ and mathematics achievement.

關鍵字(中)

★ 注意力
★ 智力
★ 縱貫發展
★ 數學成就
★ 國小學童

關鍵字(英)

論文目次

Chinese Abstract i
English Abstract ii
Table of Contents iv
List of Figures vi
List of Tables vii
Chapter 1 Introduction 1
1.1 Background of study 1
1.2 Theoretical framework 4
1.3 Methodological considerations 9
1.4 Purpose of study 11
1.5 Significance of the study 11
Chapter 2 Literature review 13
2.1 Defining attention and its development in childhood 13
2.2 Defining Intelligence & its development in childhood 18
2.3 Mechanisms for development of attention and intelligence 21
2.4 How development of attention and intelligence relate to mathematics achievement 30
Chapter 3 Methods 33
3.1 Participants 33
3.2 Materials, design and procedure 34
3.3 Preliminary data analyses 40
Chapter 4 Results 42
4.1 Developmental trajectories of attention and its stability over time 42
4.2 Developmental trajectories of IQ and its stability over time 57
4.3 Relationships between attention and IQ 62
4.4 Mathematics achievement and its relationship to intelligence and attention 70
Chapter 5 Discussion 79
5.1 Attention and intelligence showed different patterns of development during the transition to school 79
5.2 Development of the orienting and conflict networks are closely related to between-age differences in verbal intelligence 83
5.3 Mathematics achievement was differentially related to attention and intelligence 88
Chapter 6 Conclusion 92
6.1 Contributions of the present study 92
6.2 Limitations of the present study 94
6.3 Implications 95
References 98
Appendix A
Appendix B

參考文獻

Anderson, M. (1992). Intelligence and development: A cognitive theory. Oxford: Blackwell Publishers.
Aron, A. R., & Poldrack, R. A. (2005). The cognitive neuroscience of response inhibition: Relevance for genetic research in attention-deficit/hyperactivity disorder. Biological Psychiatry, 57(11), 1285–1292. doi:10.1016/j.biopsych.2004.10.026
Astle, D. E., Summerfield, J., Griffin, I., & Nobre, A. C. (2012). Orienting attention to locations in mental representations. Attention, Perception, & Psychophysics, 74(1), 146–162. doi:10.3758/s13414-011-0218-3
Badcock, J. C., Michie, P. T., Johnson, L., & Combrinck, J. (2002). Acts of control in schizophrenia: Dissociating the components of inhibition. Psychological Medicine, 32(02), 287–297. doi:10.1017/S0033291701005128
Band, G. P. H., van der Molen, M. W., & Logan, G. D. (2003). Horse-race model simulations of the stop-signal procedure. Acta Psychologica, 112(2), 105–142. doi:10.1016/S0001-6918(02)00079-3
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94. doi:10.1037/0033-2909.121.1.65
Bjorklund, D. F., & Harnishfeger, K. K. (1990). The resources construct in cognitive development: Diverse sources of evidence and a theory of inefficient inhibition. Developmental Review, 10(1), 48–71. doi:10.1016/0273-2297(90)90004-N
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. doi:10.1111/j.1467-8624.2007.01019.x
Brannan, J. R., & Williams, M. C. (1987). Allocation of visual attention in good and poor readers. Perception & Psychophysics, 41(1), 23–28. doi:10.3758/BF03208209
Brosnan, M., Demetre, J., Hamill, S., Robson, K., Shepherd, H., & Cody, G. (2002). Executive functioning in adults and children with developmental dyslexia. Neuropsychologia, 40(12), 2144–2155. doi:10.1016/S0028-3932(02)00046-5
Bryant, P., & Nuñes, T. (2002). Children’s Understanding of Mathematics. In U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development (pp. 412–439). Malden, MA: Blackwell Publishers.
Brydges, C. R., Reid, C. L., Fox, A. M., & Anderson, M. (2012). A unitary executive function predicts intelligence in children. Intelligence, 40(5), 458–469. doi:10.1016/j.intell.2012.05.006
Bull, R., Espy, K. A., & Wiebe, S. a. (2008). Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228. doi:10.1080/87565640801982312
Bunge, S. A., Dudukovic, N. M., Thomason, M. E., Vaidya, C. J., & Gabrieli, J. D. E. (2002). Immature Frontal Lobe Contributions to Cognitive Control in Children. Neuron, 33(2), 301–311. doi:10.1016/S0896-6273(01)00583-9
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489–510. doi:10.1016/j.cogdev.2007.08.002
Carver, A. C., Livesey, D. J., & Charles, M. (2001a). Age related changes in inhibitory control as measured by stop signal task performance. The International Journal of Neuroscience, 107(1-2), 43–61. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11328681
Carver, A. C., Livesey, D. J., & Charles, M. (2001b). Further manipulation of the stop-signal task: developmental changes in the ability to inhibit responding with longer stop-signal delays. The International Journal of Neuroscience, 111(1-2), 39–53. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11913336
Case, R. (1985). Intellectual development: birth to adulthood. Orlando: Academic Press.
Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: What have we learned about cognitive development? Trends in Cognitive Sciences, 9(3), 104–110. doi:10.1016/j.tics.2005.01.011
Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1–22. doi:10.1037/h0046743
Cattell, R. B. (1987). Intelligence: Its structure, growth and action: Its structure, growth and action advances in psychology. Amsterdam: Elsevier.
Checa, P., Rodríguez-Bailón, R., & Rueda, M. R. (2008). Neurocognitive and temperamental systems of self-regulation and early adolescents’ social and academic outcomes. Mind, Brain, and Education, 2(4), 177–187. doi:10.1111/j.1751-228X.2008.00052.x
Chuderski, A., Taraday, M., Nęcka, E., & Smoleń, T. (2012). Storage capacity explains fluid intelligence but executive control does not. Intelligence, 40(3), 278–295. doi:10.1016/j.intell.2012.02.010
Clark, C. A. C., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2012). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development, 84(2), 662–677. doi:10.1111/j.1467-8624.2012.01854.x
Clements, D. H., Baroody, A. J., & Sarama, J. (2013). Background Research on Early Mathematics. Washington, D.C: National Governor’s Association Center Project on Early Mathematics.
Colom, R., Abad, F. J., Quiroga, M. Á., Shih, P. C., & Flores-Mendoza, C. (2008). Working memory and intelligence are highly related constructs, but why? Intelligence, 36(6), 584–606. doi:10.1016/j.intell.2008.01.002
Craik, F. I. M., & Bialystok, E. (2006). Cognition through the lifespan: Mechanisms of change. Trends in Cognitive Sciences, 10(3), 131–138. doi:10.1016/j.tics.2006.01.007
Davis, H., & Anderson, M. (2001). Individual differences and development -- One dimension or two? In M. Anderson (Ed.), The development of intelligence (pp. 161–191). East Sussex: Psychology Press.
Dempster, F. N. (1991). Inhibitory processes: A neglected dimension of intelligence. Intelligence, 15(2), 157–173. doi:10.1016/0160-2896(91)90028-C
Dempster, F. N. (1992). The rise and fall of the inhibitory mechanism: Toward a unified theory of cognitive development and aging. Developmental Review, 12(1), 45–75. doi:10.1016/0273-2297(92)90003-K
Dempster, F. N., & Corkill, A. J. (1999). Interference and inhibition in cognition and behavior : Unifying themes for educational psychology. Educational Psychology, 11(1), 1–88. doi:10.1023/A:1021992632168
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi:10.1037/0012-1649.43.6.1428
Durston, S., Thomas, K. M., Yang, Y., Ulug, A. M., Zimmerman, R. D., & Casey, B. J. (2002). A neural basis for the development of inhibitory control. Developmental Science, 5(4), F9–F16. doi:10.1111/1467-7687.00235
Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–7. doi:10.1162/089892902317361886
Ferrer, E., Shaywitz, B. a, Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of reading and IQ over time: Empirical evidence for a definition of dyslexia. Psychological Science, 21(1), 93–101. doi:10.1177/0956797609354084
Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., Defries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17(2), 172–179. doi:10.1111/j.1467-9280.2006.01681.x
Fry, A. F., & Hale, S. (1996). Processing speed, working memory, and fluid intelligence: Evidence for a developmental cascade. Psychological Science, 7(4), 237–241. doi:10.1111/j.1467-9280.1996.tb00366.x
Garlick, D. (2010). Intelligence and the brain: Solving the mystery of why people differ in IQ and how a child can be a genius. Burbank, CA: Aesop Press.
Gray, J. R., & Thompson, P. M. (2004). Neurobiology of intelligence: science and ethics. Nature Reviews Neuroscience, 5(6), 471–482. doi:10.1038/nrn1405
Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain development. Child Development, 58(3), 539–559. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/3038480
Harnishfeger, K. K., & Bjorklund, D. F. (1993). The ontogeny of inhibition mechanisms: A renewed approach to cognitive development. In M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development: Vol. I: Foundations (pp. 28–49). New York: Springer-Verlag. doi:10.1007/978-1-4613-9220-0_2
Harnishfeger, K. K., & Bjorklund, D. F. (1994). A developmental perspective on individual differences in inhibition. Learning and Individual Differences, 6(3), 331–355. doi:10.1016/1041-6080(94)90021-3
Horn, J. L., & Cattell, R. B. (1967). Age differences in fluid and crystallized intelligence. Acta Psychologica, 26, 107–129. doi:10.1016/0001-6918(67)90011-X
Johnson, M. H. (1997). Developmental cognitive neuroscience: An introduction. Cambridge, MA: Blackwell Publishers.
Kail, R. (2000). Speed of information processing: Developmental change and links to intelligence. Journal of School Psychology, 38(1), 51–61. doi:10.1016/S0022-4405(99)00036-9
Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86(2-3), 199–225. doi:10.1016/0001-6918(94)90003-5
Kail, R. V. (2007). Evidence that longitudinal increases in processing speed enhance and working memory children’s reasoning. Psychological Science, 18(4), 312–313.
Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: an individual-differences perspective. Psychonomic Bulletin & Review, 9(4), 637–671.
Kane, M. J., Hambrick, D. Z., & Conway, A. R. A. (2005). Working memory capacity and fluid intelligence are strongly related constructs: comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131(1), 66–71; author reply 72–5. doi:10.1037/0033-2909.131.1.66
Keil, F. C. (1983). On the emergence of semantic and conceptual distinctions. Journal of Experimental Psychology: General, 112(3), 357–385. doi:10.1037/0096-3445.112.3.357
Kelly, M. S., Best, C. T., & Kirk, U. (1989). Cognitive processing deficits in reading disabilities: A prefrontal cortical hypothesis. Brain and Cognition, 11(2), 275–293. doi:10.1016/0278-2626(89)90022-5
Konrad, K., Neufang, S., Thiel, C. M., Specht, K., Hanisch, C., Fan, J., … Fink, G. R. (2005). Development of attentional networks: An fMRI study with children and adults. NeuroImage, 28(2), 429–439. doi:10.1016/j.neuroimage.2005.06.065
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214. doi:10.1037/0012-1649.18.2.199
Lee, H. W., & Juan, C.-H. (2013). What can cognitive neuroscience do to enhance our understanding of education and learning? Journal of Neuroscience and Neuroengineering, 2(4), 393–399. doi:10.1166/jnsne.2013.1064
Lee, H. W., Lo, Y.-H., Li, K.-H., Sung, W.-S., Lin, Y.-C., Ko, H.-W., … Juan, C.-H. (2012). The relationship between the development of response inhibition and intelligence in preschool children. Paper presented at the Biennial Meeting of the European Association for Research on Learning and Instruction SIG 5 Learning and Development in Early Ch. Utrecht, The Netherlands.
Lee, H. W., Lo, Y.-H., Li, K.-H., Sung, W.-S., Lin, Y.-C., Ko, H.-W., … Juan, C.-H. (2013). The distracted mind: The developmental relationship between attention and intelligence. Poster presented at the Joint Cognitive Psychology Section & Developmental Psychology Section Annual Conference 2013 of the British Psychological Society. Reading, United Kingdom.
Lo, Y.-H., Liang, W.-K., Lee, H. W., Wang, C.-H., Tzeng, O. J. L., Hung, D. L., … Juan, C.-H. (2013). The neural development of response inhibition in 5- and 6-year-old preschoolers: An ERP and EEG study. Developmental Neuropsychology, 38(5), 301–316. doi:10.1080/87565641.2013.801980
LoBello, S. G. (1991). A short form of the Wechsler preschool and primary scale of intelligence-revised. Journal of School Psychology, 29(3), 229–236. doi:10.1016/0022-4405(91)90004-B
Logan, G. D. (1994). On the ability to inhibit thought and action: A users’ guide to the stop signal paradigm. In D. Dagenbach & T. H. Carr (Eds.), Inhibitory processes in attention, memory, and language (pp. 189–239). San Diego: Academic Press.
Logan, G. D., & Cowan, W. B. (1984). On the ability to inhibit thought and action: A theory of an act of control. Psychological Review, 91(3), 295–327. doi:10.1037/0033-295X.91.3.295
Logan, G. D., Taylor, S. E., & Etherton, J. L. (1996). Attention in the acquisition and expression of automaticity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(3), 620–638. doi:10.1037//0278-7393.22.3.620
Macleod, J. W., Lawrence, M. A., McConnell, M. M., Eskes, G. A., Klein, R. M., & Shore, D. I. (2010). Appraising the ANT: Psychometric and theoretical considerations of the Attention Network Test. Neuropsychology, 24(5), 637–651. doi:10.1037/a0019803
Marcovitch, S., & Zelazo, P. D. (2009). A hierarchical competing systems model of the emergence and early development of executive function. Developmental Science, 12(1), 1–18. doi:10.1111/j.1467-7687.2008.00754.x
McArdle, J. J., Ferrer-Caja, E., Hamagami, F., & Woodcock, R. W. (2002). Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span. Developmental Psychology, 38(1), 115–142. doi:10.1037//0012-1649.38.1.115
McClelland, M., Acock, A., & Morrison, F. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. doi:10.1016/j.ecresq.2006.09.003
Michel, F., & Anderson, M. (2009). Using the antisaccade task to investigate the relationship between the development of inhibition and the development of intelligence. Developmental Science, 12(2), 272–288. doi:10.1111/j.1467-7687.2008.00759.x
Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., Arora, A., & Erberber, E. (2005). TIMSS 2007 Assessment Frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 Assessment Frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
Nettelbeck, T., & Burns, N. R. (2010). Processing speed, working memory and reasoning ability from childhood to old age. Personality and Individual Differences, 48(4), 379–384. doi:10.1016/j.paid.2009.10.032
Pederson, E., & Guion-Anderson, S. (2010). Orienting attention during phonetic training facilitates learning. The Journal of the Acoustical Society of America, 127(2), EL54–9. doi:10.1121/1.3292286
Posner, M. I. (1980). Orienting of attention. The Quarterly Journal of Experimental Psychology, 32(1), 3–25. doi:10.1080/00335558008248231
Posner, M. I., & Fan, J. (2008). Attention as an organ system. In J. R. Pomerantz (Ed.), Topics in integrative neuroscience: From cells to cognition (pp. 31–61). Cambridge: Cambridge University Press.
Posner, M. I., & Raichle, M. E. (1994). Images of mind. New York, NY: Scientific American Books.
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. Washington: American Psychological Association.
Raz, A., & Buhle, J. (2006). Typologies of attentional networks. Nature Reviews Neuroscience, 7(5), 367–79. doi:10.1038/nrn1903
Ritchie, S. J., Bates, T. C., & Plomin, R. (2014). Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16. Child Development. doi:10.1111/cdev.12272
Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42(8), 1029–40. doi:10.1016/j.neuropsychologia.2003.12.012
Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: themes and variations. New York, NY: Oxford University Press.
Schaie, K. W. (1996). Intellectual development in adulthood. In J. E. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging (pp. 266–286). San Diego: Academic Press.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press.
Schul, R., Townsend, J., & Stiles, J. (2003). The development of attentional orienting during the school-age years. Developmental Science, 6(3), 262–272. doi:10.1111/1467-7687.00282
Schulz, K. P., Fan, J., Tang, C. Y., Newcorn, J. H., Buchsbaum, M. S., Cheung, A. M., & Halperin, J. M. (2004). Response inhibition in adolescents diagnosed with attention deficit hyperactivity disorder during childhood: An event-related fMRI study. The American Journal of Psychiatry, 161(9), 1650–1657. doi:10.1176/appi.ajp.161.9.1650
Seiss, E., & Praamstra, P. (2004). The basal ganglia and inhibitory mechanisms in response selection: Evidence from subliminal priming of motor responses in Parkinson’s disease. Brain, 127(2), 330–339. doi:10.1093/brain/awh043
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628–654. doi:10.1037/a0027473
Steele, A., Karmiloff-Smith, A., Cornish, K., & Scerif, G. (2012). The multiple subfunctions of attention: differential developmental gateways to literacy and numeracy. Child Development, 83(6), 2028–2041. doi:10.1111/j.1467-8624.2012.01809.x
Tillman, C. M., Thorell, L. B., Brocki, K. C., & Bohlin, G. (2008). Motor response inhibition and execution in the stop-signal task: Development and relation to ADHD behaviors. Child Neuropsychology, 14(1), 42–59. doi:10.1080/09297040701249020

指導教授

林信榕、阮啟弘
(Shinn-Rong Lin、Chi-Hung Juan)

審核日期

2014-12-18

推文