Develop educationally-focused attention-training programs for children informed by the neuroscience of selective attention¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's closing recommendation is to apply the reviewed neuroscience principles to the design of attention-training programs aimed at education. The abstract states: "The final section examines the application of these principles to educationally-focused attention-training programs for children." The strategy is to ground such programs in the neurobiology of selective attention, its developmental time course, and the training literatures reviewed.

Design Implications¶

Context¶

Requirements¶

• Programs should draw on the reviewed principles of selective attention neurobiology, development, and training

Constraints¶

• The abstract reports examination of this application rather than evaluated outcomes of specific programs

Target Learners¶

• children

Target Learning Goals¶

• selective attention skills relevant to academic foundations

Affordances¶

• Neurobiological Framework Selective Attention Deployment Response Conflict

Claims¶

• Developmental differences in selective attention are related to neural systems for deploying attention and managing response conflict, while deployed selective attention acts through similar neural mechanisms across ages [+W]
• Video-game play and mind-brain training literatures suggest the possibility of training selective attention [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Stevens, Courtney; Bavelier, Daphné. (2012). The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental cognitive neuroscience, vol. 2S, p. S30–S48. https://doi.org/10.1016/j.dcn.2011.11.001