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Information about the influence of environmental factors
on the development of attention and memory is scarce.
This study analyzed the relationship between parents’
educational level, school type and sex on the development
of attention and memory. Four hundred and seventy six
children (age 5 to 16 years) of public (PuS) and private
schools (PrS) participated. The sample was divided in two
age groups: G1, age 5 to 8 years and G2, age 9 to 16
years. Attention and memory sub-tests from the Evaluación
Neuropsicológica Infantil-ENI (Matute, Rosselli, Ardila and
Ostrosky, 2007) were analyzed. There was a significant
effect of age on all sub-tests scores where older children
obtained higher scores. Also, there was a significant effect
of sex and type of school in some tasks, where girls had
higher performance than boys and, the students of PrS scored higher than students of PuS. An interaction between
type of school and sex was also evident: PrS girls showed
higher performance than other groups in some tasks of
attention and memory, especially those that imply verbal
information processing. There was a significant correlation
between the parents’educational level and the
performance in G2. Sons of parents with high educational
level show better performance than sons of parents with
low educational level. The results are discussed in terms
of the environmental variables effect on the development
of attention and memory.
on the development of attention and memory is scarce.
This study analyzed the relationship between parents’
educational level, school type and sex on the development
of attention and memory. Four hundred and seventy six
children (age 5 to 16 years) of public (PuS) and private
schools (PrS) participated. The sample was divided in two
age groups: G1, age 5 to 8 years and G2, age 9 to 16
years. Attention and memory sub-tests from the Evaluación
Neuropsicológica Infantil-ENI (Matute, Rosselli, Ardila and
Ostrosky, 2007) were analyzed. There was a significant
effect of age on all sub-tests scores where older children
obtained higher scores. Also, there was a significant effect
of sex and type of school in some tasks, where girls had
higher performance than boys and, the students of PrS scored higher than students of PuS. An interaction between
type of school and sex was also evident: PrS girls showed
higher performance than other groups in some tasks of
attention and memory, especially those that imply verbal
information processing. There was a significant correlation
between the parents’educational level and the
performance in G2. Sons of parents with high educational
level show better performance than sons of parents with
low educational level. The results are discussed in terms
of the environmental variables effect on the development
of attention and memory.
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