A continuous performance task in preschool children: Relations between attention and performance

Danis, Agnès; Pêcheux, Marie-Germaine; Lefèvre, Carole; Bourdais, Cécile; Serres-Ruel, Josette

doi:10.1080/17405620600866800

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…Of the 60 children who attempted the SAM, 85% percent completed all six blocks. The fact that only 15% of the sample was unable to complete all of the blocks is not only consistent with previous findings when using a CPT model with preschoolers (Danis et al, 2008) but also speaks to the largely age-appropriate and developmentally sensitive nature of the SAM. This completion rate is especially promising given that, by nature of the SAM's placement over 2 hours into a larger assessment battery, this was a stringent test of feasibility; earlier placement in the battery would likely produce higher completion rates.…”

Section: Discussionsupporting

confidence: 88%

“…When used in a sample of preschool-age children, this revised version of the CPT was sensitive and able to differentiate between children with and without attentional problems (Byrne, Bawden, DeWolfe, & Beattie, 1998). While currently a well-established measure for assessing children's sustained attention, the CPT is used less often in preschool-aged samples relative to elementary school-aged samples (Danis, Pecheux, Lefevre, Bourdais, & Serres-Ruel, 2008) and its history as a task for adults presents a potential weakness, discussed above. Like the CPT, the SAM is computerized task that contains multiple trials in which a participant must focus and identify a specific target using a touch-screen monitor and maintain this focus over time (approximately 15 minutes in the SAM across multiple 3-minute blocks).…”

Section: Existing Measures Of Attention In Preschoolersmentioning

confidence: 99%

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Feasibility and validity of the structured attention module among economically disadvantaged preschool-age children

Bush

Eisenhower

Briggs‐Gowan

et al. 2014

Child Neuropsychology

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Rooted in the theory of attention put forth by Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991), the Structured Attention Module (SAM) is a developmentally sensitive, computer-based performance task designed specifically to assess sustained selective attention among 3- to 6-year-old children. The current study addressed the feasibility and validity of the SAM among 64 economically disadvantaged preschool-age children (mean age = 58 months; 55% female); a population known to be at risk for attention problems and adverse math performance outcomes. Feasibility was demonstrated by high completion rates and strong associations between SAM performance and age. Principal Factor Analysis with rotation produced robust support for a three-factor model (Accuracy, Speed, and Endurance) of SAM performance, which largely corresponded with existing theorized models of selective and sustained attention. Construct validity was evidenced by positive correlations between SAM Composite scores and all three SAM factors and IQ, and between SAM Accuracy and sequential memory. Value-added predictive validity was not confirmed through main effects of SAM on math performance above and beyond age and IQ; however, significant interactions by child sex were observed: Accuracy and Endurance both interacted with child sex to predict math performance. In both cases, the SAM factors predicted math performance more strongly for girls than for boys. There were no overall sex differences in SAM performance. In sum, the current findings suggest that interindividual variation in sustained selective attention, and potentially other aspects of attention and executive function, among young, high-risk children can be captured validly with developmentally sensitive measures.

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Section: Discussionsupporting

confidence: 88%

Section: Existing Measures Of Attention In Preschoolersmentioning

confidence: 99%

Feasibility and validity of the structured attention module among economically disadvantaged preschool-age children

Bush

Eisenhower

Briggs‐Gowan

et al. 2014

Child Neuropsychology

View full text Add to dashboard Cite

show abstract

“…During early childhood, cognitive, linguistic, and socio-moral development are abruptly brought up. First, in terms of cognitive development, children concentrate their attention by themselves and their ability to control attention voluntarily as their age increases to 2.5 years, 3.5 years, and 4.5 years [31,32]. As short-term memory capacity increases during these years, children can catch the changes of objects up to two or three items for 3-or 4-year-olds, and up to three or four items for 5-or 7-year-olds [29].…”

Section: The Effect Of Age On Message Framingmentioning

confidence: 99%

The Effect of Message Framing on Preschoolers’ Attitudes and Behavioral Intentions: Influences of Age, Issue Involvement, and Delivery Method

Kim

Pack

2022

Education Sciences

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Many previous studies have revealed that people’s decision-making may differ depending on message framing—whether the same content is presented with an emphasis on gain or loss. However, almost nothing is known about preschooler responses according to message framing. This study aimed to identify the characteristics of the message framing effect in preschoolers and to examine the influence of age, issue involvement, and delivery method on this effect. A total of 180 participants ranging from 3–5 years of age were randomly assigned to one of four conditions with different combinations of frame types and delivery methods. The attitudes and behavioral intentions of the children toward the messages were measured via questionnaire. The results showed that the effect of persuasive messages increased with age (p < 0.001, ηp2 = 0.14) and was higher when the messages were more relevant to children (p < 0.001, ηp2 = 0.15). Furthermore, loss-framed messages were more effective than gain-framed messages for issues delivered verbally with pictures, while the opposite was true for issues delivered only verbally (p < 0.001, ηp2 = 0.06). These results enable developmental and theoretical discussions of the framing effect in children and provide practical data for improving the persuasion efficacy of message delivery in children.

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“…Sustained and selective attention, other indicators of attentional control, can be assessed in young children using visual tasks, such as searching for a target item amid an array of other items (Whedon, Perry, Calkins, & Bell, 2016). Attention has been associated with the selection of tasks, preparation, and consistency in activities children chose for pleasure (Danis, Pecheux, Lefevre, Bourdais, & Serres-Ruel, 2008). According to Garon, Bryson, and Smith (2008), children's short-term memory and ability to focus attention develop concurrently during early childhood.…”

mentioning

confidence: 99%

The impact of music instruction on attention in kindergarten children.

Hallberg

Martin

McClure

2017

Psychomusicology: Music, Mind, and Brain

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Investigating the effects of instrumental music instruction on cognitive processes with kindergarten children can offer more information on the benefits of learning a musical instrument. To add to this body of research, in a randomized pretest–posttest control group design, the present study explored the effects of 5 weeks/15 hours of instrumental instruction using the violin Suzuki Method on (a) working memory efficiency, (b) visual-spatial processing, and (c) controlled attention among kindergarten students. Assessments were made using the Stanford-Binet 5 (SB-5) working memory and visual spatial subscales and the Kiddie Connor’s Continuous Performance Test Version 5 (K-CPT) attention subscales. A MANOVA followed by a univariate ANOVA was conducted on the means of the prepost change scores between the Suzuki violin treatment group and the control group. Results indicated there was a multivariate effect (p < .05) for the combined K-CPT measures and 1 univariate effect (p < .01) for the specific K-CPT subtest of Hit Response Time between the treatment and control group. There were no statistically significant differences in the means of prepost change scores between the groups on the SB-5 subscales. These findings demonstrate that attentional control, a psychological process necessary in academic learning, may be enhanced with instrumental music instruction when presented in early childhood.

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A continuous performance task in preschool children: Relations between attention and performance

Cited by 9 publications

References 19 publications

Feasibility and validity of the structured attention module among economically disadvantaged preschool-age children

Feasibility and validity of the structured attention module among economically disadvantaged preschool-age children

The Effect of Message Framing on Preschoolers’ Attitudes and Behavioral Intentions: Influences of Age, Issue Involvement, and Delivery Method

The impact of music instruction on attention in kindergarten children.

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