Conference Program

Cognitive fatigue affects learning. Loss of concentration and impulsivity are often interpreted by teachers as a lack of motivation, which can lead to stigmatization and educational inequality. Many studies rely on average data, making it difficult to distinguish how differently children react to cognitive load.

This methodological proposal for a doctoral project describes the design of a study aimed at identifying markers of cognitive fatigue. Using a sample of 250-300 schoolchildren (ages 9-13), we propose using reaction time variability and ex-Gaussian distribution parameters (specifically tau).

The analysis will take place in three stages. First, we will apply latent profile analysis to performance metrics from sustained attention tasks (specifically, the SART) to identify hidden behavioral patterns and compare them with teacher evaluations. Second, we will check whether these patterns persist after 6-9 months, while controlling for sleep and stress levels. In the third stage, we will evaluate executive functions specifically inhibitory control and working memory which may explain these differences.

The goal of this project is to shift the focus from correcting children's behavior to supporting the cognitive mechanisms that require attention.