Attentional Differences between Groups of Preschool Children Differentiated by Teacher Ratings of Attention and Hyperactivity

Autor/inn/en	Wilding, John; Burke, Kate
Titel	Attentional Differences between Groups of Preschool Children Differentiated by Teacher Ratings of Attention and Hyperactivity
Quelle	In: British Journal of Developmental Psychology, 24 (2006) 2, S.283-291 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151005X36029
Schlagwörter	Inhibition; Hyperactivity; Preschool Children; Attention Span; Attention Deficit Disorders; Visual Perception; Visual Stimuli; Error Patterns; Developmental Psychology + Suchen Sie Ihr Suchwort? Hemmung; Hyperaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Visuelle Wahrnehmung; Fehlertyp; Entwicklungspsychologie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10