A behavioral perspective on the development of attention and attention: Examining and interpreting attention-training intervention programs

Various tools such as computerized education programs, pharmacological interventions, exercise, meditation, and video games develop and strengthen cognitive processes such as intelligence, memory, and attention. The issue of which cognitive exercise programs offered to children, in particular, provide a real benefit is debatable. Although the research results differ on the generalizability and specificity of potential cognitive developments, the prevailing view in the literature is that the relevant cognitive structures can be developed with well-structured training programs. Studies show that cognitive exercises targeting attention and central executive functions result in significant improvements in mental functions (e.g., Rueda et al., 2005; Klingberg et al., 2005). In this context, the results of two different computerized education programs designed to improve attention networks and working memory performance in children aged 60-72 months and tested in different studies were compared in this study. Within the scope of the study, through the computer program delivered to each child's parents, a total of 10 35-minute training programs for three weeks (Robomemo Working Memory and Attention Training Program, Klingberg et al., 2005) or a training program of 10 days and 40 minutes in total for three weeks (Attention and Cognitive Training Program, Rueda et al., 2012). Before and after the training programs, the Attention Networks Test (Fan & Posner, 2002, Corsi Block Marking Task (Kessels et al., 2000) Cognitive processes such as spatial working memory were evaluated. The study evaluated the near and far transfer effects of training-induced potential improvements in attention processes on other cognitive functions. The results showed that the training applied had some improvement effects on attention, and working memory. The results obtained from the study It has also been used in the literature to interpret attention processes, which are considered as cognitive processes or executive mental functions, as a behavior pattern that develops and changes with past learning experiences. In addition, the characteristics of an effective computer training program were discussed by comparing the effectiveness levels of two different cognitive exercise programs and considering the feedback and application limitations.