Abstract
Zusammenfassung. Der kompetente Umgang mit Schriftsprache erfordert eine zeitlich flexible Verteilung attentionaler Ressourcen. Wir untersuchten Aspekte zeitlicher Aufmerksamkeit bei 29 Kindern der fünften und sechsten Schulklasse. Aufgabe der Schüler war es, zwei grün dargestellte Zielwörter innerhalb einer schnellen Serie von weißen Distraktorwörtern zu identifizieren. Es zeigte sich, dass eine größere temporale Aufmerksamkeitskapazität für Zielreize mit einem höheren Lesetempo im Zürcher Lesetest und einer besseren Rechtschreibleistung in der Hamburger Schreib-Probe einherging. Eine höhere Geschwindigkeit beim Vorlesen sinnarmer Pseudowörter war dagegen mit einer stärkeren durch einen intermittierenden Störreiz bedingten Leistungseinbuße assoziiert. Keiner der untersuchten Aufmerksamkeitsparameter erzielte einen signifikanten Zusammenhang mit der nonverbalen Performanz im Hamburg-Wechsler-Mosaik-Test. Die Ergebnisse legen nahe, dass das Lesen und Schreiben vertrauten Wortmaterials mehr von einer effizienten Aufmerksamkeitszuweisung auf Zielreize als vom Ausblenden aufgabenirrelevanter Items profitiert. Umgekehrt profitieren primär regelgestützte, kontrollierte Prozesse, wie sie beim Pseudowörter-Lesen erforderlich sind, stärker von der Fokussierung auf einen ersten Zielreiz zu Lasten nachfolgender Ereignisse.
Abstract. Literacy skills have been linked to temporal shifts of attention. We set out to examine the parameters of temporal attention in 29 classroom children aged 10 to 13 years. Children identified two green target words amidst a stream of white distractor words. Higher attentional capacity for rapidly presented targets was related to faster reading and superior spelling accuracy as measured by age-appropriate language tests. Faster decoding of arbitrary pseudowords, however, was associated with greater sensitivity to interference induced by intervening distractors. There was no significant relationship between the attentional parameters and the performance in the nonverbal Wechsler Block Design test. Our results suggest that reading and spelling familiar items benefit primarily from efficient attentional allocation to targets, but to a lesser extent from ignoring task-irrelevant stimuli. Conversely, controlled, rule-based processing of pseudowords benefits to a higher degree from focusing resources on a first stimulus, at the cost of processing subsequent events.
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