| Summary: | 碩士 === 國立中央大學 === 認知與神經科學研究所 === 96 === Visual attention is essential for acquiring higher cognitive functions like memory, reading, mathematics and even emotional control. Recent studies in attention had categorized visual attention into three sub-functions of alerting, orienting, and executive control (including conflict monitoring). Furthermore, attention networks in the brain have been revealed. The networks include both subcortical and cortical brain areas where keep developing until adolescence. Many studies have demonstrated that attention and other cognitive functions can be facilitated with certain training protocols. The aim of this study is to investigate the development trajectories of visual attention in Taiwanese children and the effect of attention training in preschool children. In study 1, we used the same program with Rueda et al. (2005) to train preschool children. Moreover, child version ANT, Raven’ progressive matrices test, stop signal paradigm and 4 subtests of WSPPI-R were applied in the evaluation of the effect after 5 days of attention training. In study II, visual conjunction search task and global/local task were added to test training effectiveness. Training period was adjusted to 8 days in order to make their effects more obvious. The results showed some progress that training groups made in conflict resolution, arithmetic, and non-verbal IQ performance after 8 days of training. In the analysis of development trajectories, results showed as age increases, the ability of inhibitory control improved significantly. However we have not yet observed the developmental trajectories of attention network. In the future, we plan to establish the completed development trajectories of visual attention in children aged 4~7, and to investigate the relationship between training effect and learning performance.
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