The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample

Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. The results showed that in 2nd grade, selective visuo-spatial attention emerged as an important predictor in the written calculation task, while the ability to inhibit distracting information seemed to better predict accuracy in oral calculation. In 3rd grade, visuo-spatial components of attention emerged as no longer predictive, whereas planning and active visuo-spatial attention abilities emerged as predictive of accuracy in the oral calculation task. These results confirm previous findings about the contribution that attentional skills may have in calculation skills development, supporting evidence for progressive automation attentional components over time.

     

Where is my attention? Children’s metaknowledge expressed through drawings

The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight.