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The Role of STEM and AI in Enhancing Attention Skills in Young Students and the Evaluations Process
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Cécile Barbachoux – International Journal of Education in Mathematics, Science and Technology, 2025
In an era of constant digital distractions, maintaining attention is a growing challenge for young students. This paper explores how STEM education and AI-driven learning tools can enhance attention skills by fostering problem-solving, analytical thinking, and cognitive endurance. STEM disciplines require sustained focus, while AI-powered adaptive…
Descriptors: STEM Education, Artificial Intelligence, Educational Technology, Technology Uses in Education
Development of Cognitive Abilities through the Abacus in Primary Education Students: A Randomized Controlled Clinical Trial
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León, Samuel P.; Carcelén Fraile, María del Carmen; García-Martínez, Inmaculada – Education Sciences, 2021
(1) Background: An abacus is an instrument used to perform different arithmetic operations. The objective was to analyze the benefits of mathematical calculations made with an abacus to improve the concentration, attention, memory, perceptive attitudes, and creativity cognitive abilities of primary school students. (2) Methods: A total of 65…
Descriptors: Cognitive Development, Manipulative Materials, Elementary School Students, Mathematics Activities
Children'scomponent Selection with Varying Degrees of Training
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Hale, Gordon A.; Taweel, Suzanne, S. – Journal of Experimental Child Psychology, 1974
The component selection procedure developed by Hale and Morgan was used to assess children's use of selective attention at six levels of learning ranging from undertraining to overtraining. This function was examined at each of ages 4, 8, and 12. (SBT)
Descriptors: Attention, Attention Control, Cognitive Development, Elementary School Students
Distraction Effects in Tasks of Varying Difficulty: Methodological Issues in Measuring Development of Distractibility
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Hale, Gordon A.; Flaugher, Jan – Journal of Experimental Child Psychology, 1977
Descriptors: Age Differences, Attention Control, Cognitive Development, Elementary School Students
Practicing of Meditation by School Children and Their Levels of Field Dependence Independence, Text Anxiety, and Reading Achievement
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Linden, William – Journal of Consulting and Clinical Psychology, 1973
The results suggest that through meditation practice the individual may learn how to concentrate and to volitionally alter his feeling state by shifting his attention. (Author)
Descriptors: Adaptation Level Theory, Affective Behavior, Attention Control, Cognitive Development
Relationship of Elementary School Children's Private Speech to Behavioral Accompaniment to Task, Attention, and Task Performance.
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Berk, Laura E. – Developmental Psychology, 1986
Observes 75 first- and third-grade children in their classroom mathematics seatwork to test assumptions drawn from Vygotsky's theory about the development of private speech and its relationship to task performance, attention, and motor behaviors accompanying task orientation. (HOD)
Descriptors: Attention Control, Children, Cognitive Development, Developmental Stages
Perceptual, Cognitive, and Emotional Factors as Concurrent Predictors of Achievement in Elementary Age Boys
Johnson, Donna M.; Shove, Georganne – Minnesota Reading Quarterly, 1971
Descriptors: Attention Control, Cognitive Development, Educational Research, Elementary School Students
Central and Incidental Learning in Children.
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Hagen, John W.; Sabo, Ruth – 1968
Earlier studies found that recall scores of information central to the task increased with age while incidental information recall scores remained constant. This study repeated the earlier ones modifying procedures of instructions, testing, and schedule of recall. Also, it tested the effect of labeling pictorial stimuli. The sample of 253 children…
Descriptors: Age Differences, Attention Control, Cognitive Development, Discrimination Learning
Attentional Control in Children's Metalinguistic Performance and Measures of Field Independence.
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Bialystok, Ellen – Developmental Psychology, 1992
Children between the ages of seven and nine years were given metalinguistic tasks and measures of field dependence-independence (FDI). Results showed a common basis for FDI and metalinguistic problems requiring high levels of control of linguistic processing but not for FDI and problems requiring high levels of analysis of linguistic knowledge.…
Descriptors: Attention Control, Cognitive Development, Elementary School Students, Field Dependence Independence