In this paper, we use the classic selective listening procedure of Cherry (1953), along with tests of working memory and intelligence, to examine how the scope of attention (a storage function) and the control of attention (a processing function) are related during childhood development. Scope of Attention, Control of Attention, and Intelligence in Children and Adults Scope and control of attention appear to be related but distinct contributors to intelligence. About 1/3 that variance was shared between scope and control, the rest being unique to one or the other. In adults, the scope and control of attention both varied among individuals, and they accounted for considerable individual variance in intelligence. The children showed little evidence of using sophisticated attentional control, but the scope of attention predicted intelligence in that group. An experiment with 52 children 10 to 11 years old and 52 college students included measures of the scope and control of attention as well as verbal and nonverbal aptitude measures. However, these experiments do not indicate how separate or related the scope and control of attention are. The improvement in auditory digit span of all the other classes was highly significant, as well as the auditory digit span of the group as a whole, according to the t-test.Recent experimentation has shown that cognitive aptitude measures are predicted by tests of the scope of an individual’s attention or capacity in simple working-memory tasks, and also by the ability to control attention. One class seemingly did not improve in terms of auditory digit span and the improvement of one other class was only significant, not highly significant. The mean auditory digit span after nine months was 4.27. The average adult has an auditory digit span of 6 to 7. A child in Grade 2 should thus ideally have an auditory digit span of 6. The mean auditory digit span prior to intervention was also very low: only 3.27. Up until the age of 6, the auditory digit span usually correlates with the age of the child: a one-year-old can do 1 digit, two-year-old 2 digits, three-year-old 3…. The improvement in visual digit span of all the classes was highly significant, as well as the visual digit span of the group as a whole, according to the t-test. The mean visual digit span after intervention was 4.57. The mean visual digit span prior to intervention was particularly low: only 3.49. “The auditory exercises also enhance auditory memory.” Pre- and post-scoresīelow are the pre- and post-scores of 166 Grade 2 students, who were divided into six classes. Even the weakest child, immaterial of language background, is now able to hear two sounds correctly when doing phonics. “I have found that the auditory exercises have been excellent for finer listening skills. They just could not hear different sounds when blending, e.g. van Schalkwyk, who headed the Edublox project: “In previous years the weak children had a lot of difficulties because of poor listening skills. Listening skills are also important, says Mrs. Phonics is an auditory learning system, and it is imperative to have a sufficient auditory short-term memory in order to learn, utilize and understand reading using the phonics method. As is usual in short-term memory tasks, here the person has to remember a small amount of information for a relatively short time, and the order of recall is important.Īccording to neurodevelopmentalist Cyndi Ringoen, a poor auditory short-term memory is often the cause for a child’s inability to learn to read using the phonics method.
VISUAL AURAL DIGIT SPAN TEST SERIAL
the number of digits a person can absorb and recall in correct serial order after hearing them or seeing them. The children’s visual and auditory digit spans were assessed before the program was introduced, and again nine months later.ĭigit span is a common measure of short-term memory, i.e. In all the grades the teachers found enthusiasm toward the program and in some children they could identify a change of attitude. This contributed to better progress with some of the students. Toward the end of the school year the grouping was changed and the learners with more intense problems were accommodated three times a week. The majority are ESL children.Įdublox aims at improving a variety of cognitive skills including focused and sustained attention, visual and auditory processing, and visual, auditory and sequential memory.ĭue to the many children it was possible to fit in only two half-hour sessions per week. These children come from all nationalities and walks of life. In the Foundaton Phase they have approximately 600 children. The school is a very large and diverse school. The Edublox program was introduced to the Foundation Phase of a primary school in Johannesburg.
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