Relevance of a Neurophysiological Marker of Attention Allocation for Children's Learning-Related Behaviors and Academic Performance

Autor/inn/en	Willner, Cynthia J.; Gatzke-Kopp, Lisa M.; Bierman, Karen L.; Greenberg, Mark T.; Segalowitz, Sidney J.
Titel	Relevance of a Neurophysiological Marker of Attention Allocation for Children's Learning-Related Behaviors and Academic Performance
Quelle	In: Developmental Psychology, 51 (2015) 8, S.1148-1162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039311
Schlagwörter	Attention; Learning Processes; Academic Achievement; Neurology; Physiology; Student Behavior; Socioeconomic Status; At Risk Students; Urban Schools; Low Income Groups; Disadvantaged Youth; Kindergarten; Grade 1; Behavior Problems; Hispanic American Students; African American Students; Stimuli; Diagnostic Tests; Brain; Cognitive Ability; Hypothesis Testing; Questionnaires; Learner Engagement; Cognitive Measurement; Expressive Language; Short Term Memory; Inhibition; Responses; Structural Equation Models; Statistical Analysis; Gender Differences; Pennsylvania; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Learning process; Lernprozess; Schulleistung; Neurologie; Physiologie; Student behaviour; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benachteiligter Jugendlicher; School year 01; 1. Schuljahr; Schuljahr 01; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Anreizsystem; Diagnostic test; Diagnostischer Test; Gehirn; Denkfähigkeit; Hypothesenprüfung; Hypothesentest; Fragebogen; Kurzzeitgedächtnis; Hemmung; Statistische Analyse; Geschlechterkonflikt
Abstract	Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01