Executive Function in Children with High and Low Attentional Skills: Correspondences between Behavioural and Cognitive Profiles

Autor/inn/en	Scope, Alison; Empson, Janet; McHale, Sue
Titel	Executive Function in Children with High and Low Attentional Skills: Correspondences between Behavioural and Cognitive Profiles
Quelle	In: British Journal of Developmental Psychology, 28 (2010) 2, S.293-305 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151009X410371
Schlagwörter	Group Membership; Teacher Evaluation; Observation; Hyperactivity; Attention Deficit Disorders; Inhibition; Rating Scales; Scoring; Short Term Memory; Foreign Countries; Child Development; Developmental Psychology; Comparative Analysis; Children; Task Analysis; Correlation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hemmung; Rating-Skala; Bewertung; Kurzzeitgedächtnis; Ausland; Kindesentwicklung; Entwicklungspsychologie; Child; Kind; Kinder; Aufgabenanalyse; Korrelation
Abstract	Cognitive performance was compared between two groups of typically developing children, who had been observed and rated as differing significantly in their attentional skills at school. The participants were 24 8- and 9-year-old children scoring poorly relative to peers, on a classroom observation scale and teacher rating scale for attention, hyperactivity, and impulsivity [low-attentional skills (LAS) group] and 24 sex- and age-matched children scoring at a high level compared to peers [high-attentional skills (HAS) group]. The two groups were compared on a series of cognitive tasks to assess executive function (EF). The LAS group performed within the typical range yet at a significantly lower level than the HAS group on the majority of the EF tasks administered, namely working memory and inhibition measures, even though there were no significant differences between the groups on a measure of intellectual ability. Working memory measures followed by measures of inhibition emerged as the best predictors of group membership. These findings provide empirical evidence that there are individual differences in attentional skills. Specifically, that there is a relationship between behavioural inattention, hyperactivity, and impulsivity and cognitive performance on working memory and inhibitory control tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10