Some children do not learn even while paying attention: Their focus is on winning

• Published in: Learning and individual differences Vol. 50; pp. 175 - 181
• Main Authors: Santacreu, J., Quiroga, M.A.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.08.2016
• Subjects: Attention; Category learning; Impulsiveness; Organization; Testing; Organization; Category learning; Impulsiveness; Attention; Testing
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2016.07.020

Attention is a fundamental process that has been measured through performance in simple perception tests. The level of performance reached in those tests is often attributed exclusively to the attention paid to the task. However most tasks are relatively complex, and for successful execution require other cognitive processes in addition to attention. Our aim is to examine the role of attention in the performance of a learning task. We used the DiViSA, a visual discrimination test, to measure attention, and an experimental task designed to assess how efficiently the children learn (CLT: Categories Learning Test). A sample of 450 schoolchildren aged 7 to 12years completed both tasks during school time. The results show that slowness and organization predict learning, whereas quickness, attention and organization predict the test scores, independently of the level of learning achieved. Discussion addresses the role played by attention and strategies, or personal styles, in solving category-learning tasks, as well as their implications for learning in school. •450 children completed a visual search task and a category-learning task.•Children showed wide variability in learning the task regardless of age.•Surprisingly, the scores on the task do not correspond to the level of learning.•Three different learning patterns were identified in the learning index, independently of the obtained score.•In a learning task some children spend effort on learning whereas others focus on getting top marks.