Browsing by Subject "tarkkaavaisuustesti"
Now showing items 1-3 of 3
-
(2017)Attention is an essential part of learning and academical performance. At the moment attention is being assessed mainly by subjective evaluations. Attention Concentration Test pursues to measure attention objectively on the basis of Inhibition Theory. The aim of this thesis was to examine the connection between success in Attention Concentration test and success in visuospatial working memory task. Previous studies imply that functions of attention and working memory are tightly connected. In this thesis, visuospatial working memory test worked as a reference meter to attention. The thesis is a part of a broader Helsinki University Centre for Educational Assessments study which examined ACT-tests usability and ability to identify pupils with significant attentional problems. The thesis studied also genders, mother tongue and receiving intensified and special supports connections with attention and working memory. In addition, the thesis researched what factors predict success in Attention Concentration Test. The study was attended by 159 third grade pupils from four different schools located in Helsinki region. The data was collected between November 2016 and January 2017 at the schools. The tests were completed by computer over one session. The data was analysed by quantitative methods examining correlations and using One-Way Analysis of Variance and Mann-Whitney tests on purpose of finding distinctions between different groups. Furthermore, it was endeavored to create a model that would explain success in Attention Concentration Test using Regression Analysis. Examining the whole material only a weak connection was found between success in Attention Concentration test and success in visuospatial working memory task. Examining the data by gender a medium connection was found with boys. With girls, a connection wasn't found. Girls were more accurate than boys in Attention Concentration Test, but boys were faster than girls in working memory task. Non-Finnish-speaking boys and students receiving intensified and special support succeeded more poorly than other students in both tests. Due to small correlations, a model explaining success in Attention Concentration Test could not be formed.
-
(2017)Expert performances and expertise are interesting topics from a layman's as well as a researcher's point of view. According to the expertise theory and the theory of achieving expert performance at least 10 years of regular and intensive practice is needed to reach the international top level and to attain an appreciated position in one's own field. Besides practice also learning and attention enabling it are prerequisites for developing performances. Attention plays an important role in learning, and it has been tested at schools especially among young school children. The earlier studies examining the connection in question show that with the help of an attention concentration test the future school success of children can be estimated (e.g. Hotulainen, Thuneberg, Hautamäki, Vainikainen, 2014). In this study the racing drivers' attention was measured by using the Attention Concentration Test (ACT) created by Ad van der Ven in 2005. In addition, their cognitive power of deduction was measured with the help of a Formula test dealing with topics of formula autosports. Furthermore, a comparison was made in order to see if there was any connection between the number of career practice days and the logical reasoning. The purpose of the study was to find out how the number of races and career practice days of the racing drivers affected their success in autosports, and to compare the results with the expertise theory. It was also studied how attention is connected with expert performance and success both in autosports and in school, and whether the number of career practice days in autosports have any impact on the results of the ACT test. Furthermore the racing drivers' estimates of their own driving skills were compared with their success in racing. The AKK-Motorsport's junior team group, who represent Finnish top level, was chosen as the target group of the study. Thirteen drivers aged 13 to 21 participated in the study with four of them racing in touring and formula series and nine in different karting series. The results gained in the study showed there was no significant connection between attention and success in school or racing. However, the number of career practice days had a statistically significant connection to success in racing. Those having driven more during their career succeeded better than those having driven less. In the Formula-themed test measuring the logical power of deduction the most experienced drivers succeeded best. The young racing drivers' self-concept and awareness of their own strengths were more accurate when their estimates of their own driving skills were directly connected with their success in racing.
-
(2017)Expert performances and expertise are interesting topics from a layman’s as well as a researcher’s point of view. According to the expertise theory and the theory of achieving expert performance at least 10 years of regular and intensive practice is needed to reach the international top level and to attain an appreciated position in one’s own field. Besides practice also learning and attention enabling it are prerequisites for developing performances. Attention plays an important role in learning, and it has been tested at schools especially among young school children. The earlier studies examining the connection in question show that with the help of an attention concentration test the future school success of children can be estimated (e.g. Hotulainen, Thuneberg, Hautamäki, Vainikainen, 2014). In this study the racing drivers’ attention was measured by using the Attention Concentration Test (ACT) created by Ad van der Ven in 2005. In addition, their cognitive power of deduction was measured with the help of a Formula test dealing with topics of formula autosports. Furthermore, a comparison was made in order to see if there was any connection between the number of career practice days and the logical reasoning. The purpose of the study was to find out how the number of races and career practice days of the racing drivers affected their success in autosports, and to compare the results with the expertise theory. It was also studied how attention is connected with expert performance and success both in autosports and in school, and whether the number of career practice days in autosports have any impact on the results of the ACT test. Furthermore the racing drivers’ estimates of their own driving skills were compared with their success in racing. The AKK-Motorsport’s junior team group, who represent Finnish top level, was chosen as the target group of the study. Thirteen drivers aged 13 to 21 participated in the study with four of them racing in touring and formula series and nine in different karting series. The results gained in the study showed there was no significant connection between attention and success in school or racing. However, the number of career practice days had a statistically significant connection to success in racing. Those having driven more during their career succeeded better than those having driven less. In the Formula-themed test measuring the logical power of deduction the most experienced drivers succeeded best. The young racing drivers’ self-concept and awareness of their own strengths were more accurate when their estimates of their own driving skills were directly connected with their success in racing.
Now showing items 1-3 of 3