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Attentional differences between groups of preschool children differentiated by teacher ratings of attention and hyperactivity
Author(s) -
Wilding John,
Burke Kate
Publication year - 2006
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1348/026151005x36029
Subject(s) - psychology , cornish , developmental psychology , task (project management) , audiology , rating scale , medicine , philosophy , linguistics , management , economics
This study aimed to extend earlier work (Wilding, Munir, & Cornish, 2001; Wilding, 2003) which showed that children (aged 6–15) who were rated by their teachers as having poor attentional ability made more errors on a visual search task than children rated as having good attentional ability. The present study used a simpler version of the search task which had previously been used to study attention in children with Fragile X syndrome (Scerif, Cornish, Wilding, Driver, & Karmiloff‐Smith, 2004) and studied performance in normal children from a younger age group. Children aged 3 and 4 were rated by teachers for attention and hyperactivity. Regression analyses, with verbal mental age (VMA), chronological age (CA), and attention rating as independent variables, found that children with higher VMA made fewer false alarms in visual searches, as did children given a better attention rating. However, none of the independent variables was related to time or distance travelled for correct responses. The relation between attention rating and error rate was non‐linear, with the error rate increasing once the attention rating fell below the mean. The results are discussed in relation to explanations of poor attention in terms of weak inhibition.