RESUMEN
OBJECTIVE: This study aimed to test the effect of an irrelevant external distracter included in a computer-administered visual search test. Two hypotheses were tested: (a) If the distracter affects performance, attention efficiency will be lowered; (b) if children do not habituate to the distracter, performance will be lower for every item of the test. METHOD: Distraction was induced changing the screen color unexpectedly several times in each trial-450 children (225 girls and 225 boys) from second to sixth course were tested. This group was compared with a group of 423 children from the same age range who were tested with the same test without distraction. RESULTS: Induced distraction reduced attention efficiency for all ages and for every trial in the treatment group (test with distraction). Speed was lower, but number of errors did not increase. CONCLUSION: School-age children cope with an irrelevant external distracter by reducing speed, not accuracy.
