Infant Attention and Early Childhood Executive Function

Autor/inn/en	Cuevas, Kimberly; Bell, Martha Ann
Titel	Infant Attention and Early Childhood Executive Function
Quelle	In: Child Development, 85 (2014) 2, S.397-404 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12126
Schlagwörter	Executive Function; Early Childhood Education; Attention; Infants; Infant Behavior; Individual Differences; Longitudinal Studies; Attention Span; Developmentally Appropriate Practices; Child Development; Toddlers; Young Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Aufmerksamkeit; Infant; Toddler; Toddlers; Kleinkind; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsbezogene Bildung; Kindesentwicklung; Infants; Frühe Kindheit
Abstract	Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5-month-olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age-appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10