A computerized reaction-time task and a computerized vigilance task, both measures which have been used to assess children's attention, were administered to 232 children, Grades K-5 and 7 and 9. The children's scores on these procedures were moderately correlated. Developmental trends up to Grade 5 were also evident for both tasks, and sex differences were found on the vigilance test. Theoretical and practical implications were discussed.
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