The relationship between intelligence and attention in kindergarten children

Abstract

The purpose of this study was to compare two conflicting theoretical
 perspectives on the relationship between intelligence and sustained attention. The
 cognitive resources theory assumes that lower IQ subjects are required to allocate
 greater amounts of their limited attentional resources during information-processing
 tasks than higher IQ subjects. The arousal theory assumes that there is an
 optimal level of arousal associated with task performance, and that an increase
 or decrease in arousal produces impairment in performance. Additionally the
 arousal theory predicts that increased time on task leads to a decrement in
 arousal as a function of IQ levels.
 Signal detection theory applications were used to operationalize and
 compare the two theories. Specifically, the signal detection parameters of sensory
 acuity (
 d’), the decision criterion (a), correct detections, and false alarms were
 used to determine subject performance across three time periods (
 2, 4, and 6
 mm.) on a visual continuous performance task.
 Twenty-nine teacher-nominated at-risk for learning difficulties and
 twenty-nine normally achieving kindergarten students were adminstered the
 Stanford-Binet:Fourth Edition (SB:FE) and the Wechsler Preschool and Primary
 Scale of Intelligence-Revised (WPPSI.R), as well as the Gordon Diagnostic System
 (GDS) Vigilance Task. The GDS is a standardized behaviour-based measure of
 sustained attention.
 The results of this study were interpreted as suggesting that ability
 group differences reflect attentional capacity. Two findings were important in this
 interpretation. First, regardless of IQ, the groups varied on the signal detection
 discrimination index. Second, these measures did not vary over time in either
 group. Thus, the arousal theory was not supported.
 IQ and attention intercorrelation patterns were higher for the at-risk
 group compared to the normally achieving group. Exploratory maximum-likelihood
 factor analyses indicated that intelligence plays a greater role in relation to
 vigilance for the at-risk for learning difficulties group than the normal achieving
 group.

Education, Faculty of

Educational and Counselling Psychology, and Special Education (ECPS), Department of

Graduate