Literaturnachweis - Detailanzeige
Autor/inn/en | Blankenship, Tashauna L.; Slough, Madeline A.; Calkins, Susan D.; Deater-Deckard, Kirby; Kim-Spoon, Jungmeen; Bell, Martha Ann |
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Titel | Attention and Executive Functioning in Infancy: Links to Childhood Executive Function and Reading Achievement |
Quelle | In: Developmental Science, 22 (2019) 6, (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1467-7687 |
DOI | 10.1111/desc.12824 |
Schlagwörter | Attention; Executive Function; Infants; Reading Achievement; Individual Differences; Verbal Ability; Intelligence; Intelligence Quotient; Child Development; Predictor Variables |
Abstract | This study provides the first analyses connecting individual differences in infant attention to reading achievement through the development of executive functioning (EF) in infancy and early childhood. Five-month-old infants observed a video, and peak look duration and shift rate were video coded and assessed. At 10 months, as well as 3, 4, and 6 years, children completed age-appropriate EF tasks (A-not-B task, hand game, forward digit span, backwards digit span, and number Stroop). Children also completed a standardized reading assessment and a measure of verbal intelligence (IQ) at age 6. Path analyses on 157 participants showed that infant attention had a direct statistical predictive effect on EF at 10 months, with EF showing a continuous pattern of development from 10 months to 6 years. EF and verbal IQ at 6 years had a direct effect on reading achievement. Furthermore, EF at all time points mediated the relation between 5-month attention and reading achievement. These findings may inform reading interventions by suggesting earlier intervention time points and specific cognitive processes (i.e. 5-month attention). (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |