Attentional Processes in Young Children with Congenital Visual Impairment

Autor/inn/en	Tadic, Valerie; Pring, Linda; Dale, Naomi
Titel	Attentional Processes in Young Children with Congenital Visual Impairment
Quelle	In: British Journal of Developmental Psychology, 27 (2009) 2, S.311-330 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151008X310210
Schlagwörter	Visual Impairments; Preschool Children; Cognitive Development; Cognitive Ability; Comparative Analysis; Congenital Impairments; Toys; Language Skills; Developmental Stages; Comprehension; Psychomotor Skills; Sensory Experience + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Denkfähigkeit; Toy; Spielzeug; Language skill; Sprachkompetenz; Verstehen; Verständnis; Psychomotorische Aktivität; Sinnerfahrung
Abstract	The study investigated attentional processes of 32 preschool children with congenital visual impairment (VI). Children with profound visual impairment (PVI) and severe visual impairment (SVI) were compared to a group of typically developing sighted children in their ability to respond to adult directed attention in terms of establishing, maintaining, and shifting attention on toys. The measures of children's sensory-motor understanding (SMU) and language ability were obtained using the Reynell-Zinkin scales of mental development. The video-recordings of these play-based assessments were coded for three categories of behavioural responses (Establish, Maintain, and Shift). The three groups were matched on verbal comprehension (VC), but differed significantly in their SMU and their chronological age. The groups of children with PVI and SVI were found to be comparable in their ability to establish and maintain attention on objects. Despite a relatively good performance overall both groups scored significantly lower on those skills than children who were sighted. However, with regards to attention shifting, children with PVI showed significantly lower performance than both the children with SVI and the sighted children who were similar on this component. Ability to maintain and shift attention was significantly related to the cognitive ability of children with PVI; however the poorer attentional responses were not confined only to the children with low IQ. The results are discussed in relation to the role of vision, cognitive ability and executive function in attentional processes in children with congenital VI. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-227-1314; e-mail: enquiry@bps.org.uk; Web site: http://www.bpsjournals.co.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10