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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

33
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Working Memory01:24

Working Memory

156
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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High-Level and Low-Level Awareness01:19

High-Level and Low-Level Awareness

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Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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Related Experiment Video

Updated: Jun 25, 2025

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

29.6K

Two Attentional Processes Subserving Working Memory Differentiate Gifted and Mainstream Students.

Janice Johnson1, Steven J Howard2, Juan Pascual-Leone1

  • 1Department of Psychology, York University, Toronto, CA.

Journal of Cognition
|May 27, 2024
PubMed
Summary
This summary is machine-generated.

Gifted children show enhanced cognitive processing, particularly in working memory tasks requiring mental attention, but not those relying on perceptual attention. This highlights the importance of differentiating attention types in cognitive assessments.

Keywords:
executive functiongiftednessmental attentionperceptual attentiontheory of constructive operatorsworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory (WM) is crucial for cognitive processing.
  • Gifted children often exhibit advanced cognitive abilities.
  • Previous research has not consistently differentiated attention types within WM tasks.

Purpose of the Study:

  • To investigate the nature of working memory advantages in gifted children.
  • To contrast performance on WM tasks differentially taxing mental versus perceptual attention.
  • To clarify the role of distinct attentional processes in gifted children's cognitive strengths.

Main Methods:

  • Ninety-one children (9-10 and 13-14 years) from gifted and mainstream classrooms participated.
  • Participants completed the n-back task (mental attention) and self-ordered pointing task (SOPT, perceptual attention).
  • Measures of mental-attentional capacity, inhibition, and shifting were also administered.

Main Results:

  • Gifted children outperformed mainstream peers on the n-back task and other cognitive measures.
  • No significant difference was found between gifted and mainstream children on the SOPT.
  • Older children generally scored higher than younger children across tasks.

Conclusions:

  • Gifted children's cognitive advantages are more pronounced in tasks demanding mental attention.
  • The findings underscore the necessity of distinguishing between mental and perceptual attention when measuring working memory.
  • Future research should consider distinct attentional components in cognitive assessments.