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Direct linkKannass, Kathleen N.; Colombo, John; Wyss, Nancy – Journal of Cognition and Development, 2010
We investigated the effects of instructions to "stay on task" on preschoolers' attention and cognitive performance in the face of either incomprehensible or comprehensible distraction. Three- and 4-year-olds completed problem-solving tasks while a distracting event played continuously in the background under conditions of (a) no…
Descriptors: Preschool Children, Attention Span, Instruction, Time on Task
