In a recent study published in Psychological Science, researchers from The Ohio State University explained why children often struggle to focus on tasks and tend to gather more information than necessary
The findings suggest that this behaviour is not solely due to immature brain development or a lack of control over attention, but instead a result of how children process information and manage their working memory.
Over exploring
Led by Professor Vladimir Sloutsky and doctoral student Qianqian Wan, the study explored how children distribute their attention when completing tasks compared to adults. The researchers found that even when children knew exactly what information was required to complete a task, they continued to explore unnecessary details.
This phenomenon, termed “over exploration,” indicates a broader tendency among children to gather more information than they need.
“Children can’t seem to stop themselves from gathering more information than they need to complete a task, even when they know exactly what they need” noted Professor Sloutsky, emphasising the persistent nature of this behaviour.
The study involved experiments where children and adults identified bird-like creatures based on specific features. Despite learning which features were crucial for accurate identification, children consistently explored additional features before making their decisions. This behaviour was contrasted with adults, who efficiently focused on the most relevant information.
Focusing attention
To investigate whether this tendency stemmed from distractibility or simply curiosity, researchers conducted various trials where participants were rewarded for identifying creatures quickly and accurately. Results consistently showed that children, unlike adults, were inclined to explore all available options rather than focus solely on what was necessary.
According to Professor Sloutsky, one possible explanation lies in the development of working memory in children.
The findings suggest that as children’s working memory matures, they become more adept at retaining and utilising relevant information efficiently, similar to adults.
This evolution in cognitive abilities allows them to transition from over-exploring to more focused attention.
Future research aims to investigate whether this behaviour is driven by curiosity or developmental factors in working memory. By understanding these mechanisms better, educators and parents can adopt strategies to support children in developing more effective task management skills.
The study was supported by a grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, highlighting its significance in advancing our understanding of childhood cognitive development.
