Sustained attention in intellectually gifted children assessed using a continuous performance test

This study aimed to investigate two aspects of sustained attention in intellectually gifted children: first, the differences to intellectually average children; second, the differences between receiving standard education and enrichment education. Study 1 compared sustained attention between 24 inte...

Full description

Saved in:
Bibliographic Details
Published in:PloS one 2013-02, Vol.8 (2), p.e57417-e57417
Main Authors: Shi, Jiannong, Tao, Ting, Chen, Wei, Cheng, Li, Wang, Long, Zhang, Xingli
Format: Article
Language:English
Subjects:
Attention
Attention deficit hyperactivity disorder
Child
Children
Education
Enrichment
Female
Gifted children
Gifted education
Humans
Intelligence
Male
Medicine
Social and Behavioral Sciences
Students
Studies
Task Performance and Analysis
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study aimed to investigate two aspects of sustained attention in intellectually gifted children: first, the differences to intellectually average children; second, the differences between receiving standard education and enrichment education. Study 1 compared sustained attention between 24 intellectually gifted and 26 intellectually average children. The results showed that intellectually gifted children had better performance than their average peers, not only for the whole task but also on all indices. Study 2 compared sustained attention between 24 intellectually gifted children who received standard education and 24 intellectually gifted children who received enrichment education. The results showed that intellectually gifted children who received enrichment education performed better than those who received standard education. These findings are consistent with previous work and provide support for the implementation of enrichment education for intellectually gifted children.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0057417