Category Learning in Schoolchildren. Its Relation to Age, Academic Marks and Resolution Patterns.

The aim of this research was to study the learning process using an objective and computerized task. The performance of 466 schoolchildren aged between 6 and 11 in a category learning task, the Category Learning Test (CLT), was examined. The results showed evidence of category learning throughout the trials for the whole sample, F(7, 469) = 29.

Test-retest reliability and convergent validity of attention measures.

Recently, numerous pretest-posttest study designs have evaluated attention impairments and effectiveness of attention training. However, some of the attention tasks used in these studies show a lack of temporal stability analysis that reduces confidence in attention training outcomes. We aim to analyze the temporal stability within three attention tasks using different measures of attention (speed measures, accuracy measures, and global attention indexes) and the convergent validity between the measures.