| Summary: | The purpose of this study was to compare two conflicting theoretical
perspectives on the relationship between intelligence and sustained attention. The
cognitive resources theory assumes that lower IQ subjects are required to allocate
greater amounts of their limited attentional resources during information-processing
tasks than higher IQ subjects. The arousal theory assumes that there is an
optimal level of arousal associated with task performance, and that an increase
or decrease in arousal produces impairment in performance. Additionally the
arousal theory predicts that increased time on task leads to a decrement in
arousal as a function of IQ levels.
Signal detection theory applications were used to operationalize and
compare the two theories. Specifically, the signal detection parameters of sensory
acuity (
d’), the decision criterion (a), correct detections, and false alarms were
used to determine subject performance across three time periods (
2, 4, and 6
mm.) on a visual continuous performance task.
Twenty-nine teacher-nominated at-risk for learning difficulties and
twenty-nine normally achieving kindergarten students were adminstered the
Stanford-Binet:Fourth Edition (SB:FE) and the Wechsler Preschool and Primary
Scale of Intelligence-Revised (WPPSI.R), as well as the Gordon Diagnostic System
(GDS) Vigilance Task. The GDS is a standardized behaviour-based measure of
sustained attention.
The results of this study were interpreted as suggesting that ability
group differences reflect attentional capacity. Two findings were important in this
interpretation. First, regardless of IQ, the groups varied on the signal detection
discrimination index. Second, these measures did not vary over time in either
group. Thus, the arousal theory was not supported.
IQ and attention intercorrelation patterns were higher for the at-risk
group compared to the normally achieving group. Exploratory maximum-likelihood
factor analyses indicated that intelligence plays a greater role in relation to
vigilance for the at-risk for learning difficulties group than the normal achieving
group. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate
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