Differential assessment of attention and its relationship to behavior problems in children.
Item
-
Title
-
Differential assessment of attention and its relationship to behavior problems in children.
-
Identifier
-
AAI9009800
-
identifier
-
9009800
-
Creator
-
Wolf, Lorraine E.
-
Contributor
-
Adviser: Jeffrey M. Halperin
-
Date
-
1989
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Psychology, Psychobiology | Psychology, Clinical
-
Abstract
-
The present research was designed to help clarify the role of attention and behavioral control in children, and to improve attentional measurement. Experiment 1 utilized several common tests to explore the separation of attentional subprocesses in hyperactive and normal children. Seventy-two nonreferred school children were given a test battery consisting of the continuous performance test (CPT), Peabody Picture Vocabulary Test, Matching Familiar Figures and Digit Span tests. Children were rated by their teachers using the Revised Conners Teacher Questionnaire (CTQ). A Principal Components Factor analysis of CPT, attentional and cognitive test scores yielded a four factor solution. Two of these conformed to predictions of distinct CPT measures of speed/consistency or "sustained attention" (made up of reaction time and RT variability), and accuracy or "behavioral control" (false alarms). The behavioral control factor, but not the sustained attention factor, was related to behavior problems, as rated by teachers. This suggests that the CPT may be sensitive to at least two distinct aspects of vigilance performance that might be differentially affected in normal and behavior disordered children. The notion of a unitary "attention deficit" is challenged by the finding of distinct attentional subcomponents.;Experiment 2 examined sustained attention by looking at speed and accuracy changes on the CPT over time. A new group of 72 children were divided into hyperactive and nonhyperactive groups using the CTQ. Mean CPT variables measured across the duration of the task failed to distinguish the groups. However, systematic, group specific decrements in speed and accuracy over time were found to characterize the hyperactive group. This vigilance decrement may be due to failures to make strategy adjustments with time on task.;Additional findings were that regardless of teacher rating, children with the fastest mean hit RTs made the most impulsive false alarms. Inattentive errors were associated with slow mean RTs. Age control in analysis of CPT data is stressed, and the point is made that behavioral control may be more pertinent in the vigilance performance of children than adults.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
