Attentional differences between groups of preschool children differentiated by teacher ratings of attention and hyperactivity.
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| Title: | Attentional differences between groups of preschool children differentiated by teacher ratings of attention and hyperactivity. |
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| Authors: | Wilding, John (AUTHOR), Burke, Kate (AUTHOR) |
| Source: | British Journal of Developmental Psychology. Jun2006, Vol. 24 Issue 2, p283-291. 9p. |
| Subjects: | Attention testing, Attention-deficit hyperactivity disorder, Age groups, Preschool children, Rating of students, Listening skills |
| Abstract: | This study aimed to extend earlier work (Wilding, Munir, & Cornish, 2001; Wilding, 2003) which showed that children (aged 6-15) who were rated by their teachers as having poor attentional ability made more errors on a visual search task than children rated as having good attentional ability. The present study used a simpler version of the search task which had previously been used to study attention in children with Fragile X syndrome (Scerif, Cornish, Wilding, Driver, & Karmiloff-Smith, 2004) and studied performance in normal children from a younger age group. Children aged 3 and 4 were rated by teachers for attention and hyperactivity. Regression analyses, with verbal mental age (VMA), chronological age (CA), and attention rating as independent variables, found that children with higher VMA made fewer false alarms in visual searches, as did children given a better attention rating. However, none of the independent variables was related to time or distance travelled for correct responses. The relation between attention rating and error rate was non-linear, with the error rate increasing once the attention rating fell below the mean. The results are discussed in relation to explanations of poor attention in terms of weak inhibition. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study aimed to extend earlier work (Wilding, Munir, & Cornish, 2001; Wilding, 2003) which showed that children (aged 6-15) who were rated by their teachers as having poor attentional ability made more errors on a visual search task than children rated as having good attentional ability. The present study used a simpler version of the search task which had previously been used to study attention in children with Fragile X syndrome (Scerif, Cornish, Wilding, Driver, & Karmiloff-Smith, 2004) and studied performance in normal children from a younger age group. Children aged 3 and 4 were rated by teachers for attention and hyperactivity. Regression analyses, with verbal mental age (VMA), chronological age (CA), and attention rating as independent variables, found that children with higher VMA made fewer false alarms in visual searches, as did children given a better attention rating. However, none of the independent variables was related to time or distance travelled for correct responses. The relation between attention rating and error rate was non-linear, with the error rate increasing once the attention rating fell below the mean. The results are discussed in relation to explanations of poor attention in terms of weak inhibition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0261510X |
| DOI: | 10.1348/026151005X36029 |
