Intelligence as a factor of visual attention and executive control development

Abstract

Cilj ovog rada je utvrđivanje odnosa između inteligencije i vizuelne pažnje i egzekutivne kontrole. Uzorkom je obuhvaćeno 33 desetogodišnjaka tipičnog razvoja (42,4% devojčica i 57,6% dečaka) i 80 dece sa lakom intelektualnom ometenošću (LIO) (45% devojčica i 55% dečaka) uzrasta od 10- 13.11 godina. U istraživanju je korišćen Test markiranja traga (Trail Making Test), i to prvi deo za procenu bazične vizuelne pažnje (TMT-A) i drugi deo za procenu složenog konceptualnog praćenja (TMT-B). Izvedena varijabla (TMT-E), koja predstavlja odnos između TMT-B i TMT-A, korišćena je kao mera egzekutivne kontrole. Rezultati ukazuju na to da unutar homogenih kategorija nivoa intelektualnog funkcionisanja nema statistički značajnih razlika u performansi na TMT-A, TMT-B, i TMT-E, a da su te razlike značajne kada se uporede ispitanici tipičnog razvoja i oni sa LIO (p<0,01). Desetogodišnjaci tipične populacije znatno prevazilaze performansu njihovih vršnjaka sa LIO (TMT-A i TMT-B: p=0,000; TMT-E: p=0,040). Poređenjem performanse desetogodišnjaka tipične populacije sa performasom starije dece sa LIO (11, 12 i 13 godina), utvrđeno je da, u domenu bazične vizuelne pažnje, deca sa LIO tek na uzrastu od 13 godina postižu nivo performanse desetogodišnjaka tipične populacije. U domenu mogućnosti složenog konceptualnog praćenja kod dece sa LIO postoji jasan razvojni trend, no ona na uzrastu od 13 godina i dalje statistički značajno zaostaju za desetogodišnjacima tipične populacije (p=0,001). Uzrast se pokazuje kao glavni činilac nivoa razvoja bazične vizuelne pažnje (F(3,72)=9,575; p=0,000) i mogućnosti složenog konceptualnog praćenja (F(3,72)=10,364; p=0,000) kod dece sa LIO, koji objašnjava oko 30% varijabilnosti rezultata na TMT-A (parcijalni η2=0,285) i TMT-B (parcijalni η2=0,302). Dinamika razvoja njihove bazične vizuelne pažnje (F(3,72)=2,230; p=0,092) i složenog konceptualnog praćenja (F(3,72)=1,409; p=0,247) ne zavisi od nivoa intelektualnog funkcionisanja.The aim of this research was to determine the relationship between intelligence and visual attention and executive control. Sample consisted of 33 children of typical development aged 10 years (42,4% girls and 57,6% boys) and 80 children with mild intellectual disability (MID) (45% girls and 55% boys) aged 10-13.11. Trail Making Test (TMT) was used to assess visual attention and executive control. First part of the test (TMT-A) was used to assess basic visual attention, and second part (TMT-B) for the complex visual attention (conceptual tracking). Derived variable (TMT-E), representing ratio between TMT-B and TMT-A, was used as a measure of executive control. The results indicates that there are no statistically significant differences in TMT-A, TMT-B, and TMT-E scores within homogeneous categories of the intellectual functioning. However, performance differences are significant between typically developed participants and participant with MID (p<0,01). Ten year old typically developed children have significantly better performance than their peers with MID (TMT-A and TMT-B: p=0,000; TMT-E: p=0,040). Comparing the performance scores of 10 years old typically developed children with the scores of older children with MID (11, 12, and 13 years) it was determined that in the domain of basic visual attention, children with MID at the age of 13 have similar performance level as 10 years old children of typical development. The complex visual attention shows clear developmental trend in children with MID, however, at age of 13 their performance is still delayed compared to 10 years old children of typical population (p=0,001). Age is the main factor that influences development of basic (F(3,72)=9,575; p=0,000) and complex visual attention (F(3,72)=10,364; p=0,000) in children with MID, explaining around 30% of results variability on TMT-A (partial η2=0,285) and TMT-B (partial η2=0,302). Developmental trend of basic (F(3,72)=2,230; p=0,092) and complex visual attention (F(3,72)=3,551; p=0,247) does not depend on the level of intellectual functioning