Resumo

CAPOVILLA, Alessandra Gotuzo Seabra  e  DIAS, Natália Martins. Attentional skills development in 1^st to 4^th levels students of elementary school and relation with scholar achievement. Rev. psicopedag. [online]. 2008, vol.25, n.78, pp.198-211. ISSN 0103-8486.

The attention enables the information filtration and selection, being present in practically all the individual actions and mental trials. It can be classified according to the involved processing, including divided, selective, alternated and maintained attention. Attentional alterations can cause routine activities disorganization, and are related to worse academic performance. This study investigated the attentional skills development in children and the relation of this capacity with scholar achievement, assessing 407 students of the 1^st to 4^th levels of the elementary school of a public school in the interior of SP, with ages between 6 and 15 years, of both genders. They were evaluated collectively in the instruments: Teste de Atenção por Cancelamento (TAC) and Teste de Trilhas - partes A e B (TT). Anova considering score in TAC total revealed increase in the successive levels, from the 2^nd to the 4^th level. The third part of the test was that better discriminated between the levels, with significant differences between all them. For TT, part A, Anova showed increase in the scores from the 1^st to the 3^rd levels; in part B, the analysis showed that the test discriminated only the 4^th level. There were significant correlations between the tests, and between these ones and scholar achievement. The results suggest that some attentional skills are already observed in the 1^st level, other more complex can develop more lately. Beyond, the data support that the evaluated constructs ate related, but different, and that the attention can exercise important role in the student scholar achievement.

Palavras-chave : Neuropsychology; Development; Attention; Underachievement.

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