Sustained Attention at Age 5 Predicts Attention-Related Problems at Age 9

Autor/inn/en	Martin, Anne; Razza, Rachel A.; Brooks-Gunn, Jeanne
Titel	Sustained Attention at Age 5 Predicts Attention-Related Problems at Age 9
Quelle	In: International Journal of Behavioral Development, 36 (2012) 6, S.413-419 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025412450527
Schlagwörter	Young Children; Measurement; Attention Deficit Hyperactivity Disorder; Conceptual Tempo; Well Being; Prediction; Executive Function; Clinical Diagnosis; Cognitive Style; Age + Suchen Sie Ihr Suchwort? Frühe Kindheit; Messverfahren; Well-being; Wellness; Wohlbefinden; Vorhersage; Cognitive styles; Kognitiver Stil; Alter; Lebensalter
Abstract	This study tested whether two aspects of sustained attention (focused attention and lack of impulsivity) measured at child age 5 predicted attention problems reported by mothers and teachers at age 9. Because lack of impulsivity reflects the executive control network, and ADHD is commonly characterized as a deficit in executive function, it was expected to have more predictive power than focused attention. Data were drawn from the Fragile Families and Child Wellbeing Study. Focused attention and lack of impulsivity, measured in a laboratory task at age 5, were equally predictive of attention problems at age 9, including the mother's report of whether the child had been diagnosed with ADHD. However, age 9 teacher-reported hyperactivity was not predicted by focused attention, and only marginally predicted by lack of impulsivity. Results complement an earlier study by Razza, Martin, and Brooks-Gunn showing that both focused attention and lack of impulsivity at age 5 predicted children's approaches to learning at age 9. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10