The relationship between intelligence and vigilance in children at risk

Carter, J D; Swanson, H. Lee

doi:10.1007/bf01447089

Cited by 14 publications

(10 citation statements)

References 39 publications

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“…Consistent with Carter and Swanson's (1995) interpretation, our results indicate that children with poor verbal skills suggestive of mental retardation have limitations in their information processing capacities beyond their attention problems. Stated in another way, children with limited cognitive skills do not appear impaired visà-vis normal children on tasks requiring sustained or focused attention so long as the processing requirements of the tasks are not excessive.…”

Section: The Role Of Intelligencesupporting

confidence: 87%

“…Several studies have found no association between attention and intelligence in children with intact cognitive capacities (Gale & Lynn, 1972;Halperin et al, 1991). However, children with mental retardation and borderline intelligence have more difficulty than their peers in sustaining a focus of attention (Carter & Swanson, 1995;see Warm & Berch, 1985 for a review) and ignoring distracting information (Hagen & Huntsman, 1971). There are several possibilities for the discrepancy in these findings.…”

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confidence: 99%

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Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence

Pascualvaca¹,

Anthony

Arnold³

et al. 1997

Child Neuropsychology

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We administered a comprehensive attentional battery to an epidemiologically defined sample of 435 firstand second-grade children to assess the influence of gender and verbal intelligence on attention. The battery included three versions of the continuous performance test (CPT), two digit cancellation tasks, three subtests from the WISC-R, and the Wisconsin Card Sorting Test. The results indicated that both gender and intelligence had an impact on attentional performance. Girls performed better than boys; they made fewer errors on the CPT and obtained higher scores on the digit cancellation task and the Coding subtest of the WISC-R. Children with higher verbal intelligence also performed better on the attentional tests, but this advantage was not observed across measures or levels of performance. For example, children with limited verbal skills performed significantly worse than their peers only in measures with high processing demands (the degraded CPT and the distraction version of the digit cancellation task).Problems with attention represent one of the most pervasive behavioral disturbances encountered in psychiatric and educational contexts, and are estimated to affect as many as 30% of all school-aged children (Cantwell, 1975;Kellam, Branch, Agrawal, & Ensminger 1975;Offord et al., 1987;Rutter, Tizard, & Whitmore, 1970). Despite the ubiquity of attention deficits and their detrimental effects on the child's functioning, little is known about the factors that influence attentional performance in normal children. There is little information, for example, regarding the impact of certain characteristics such as age, intelligence, and gender, or environmental factors such as family background and socioeconomic status, on attentional performance. In this study, we report on the role of two of these characteristics, intelligence and

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Section: The Role Of Intelligencesupporting

confidence: 87%

mentioning

confidence: 99%

Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence

Pascualvaca¹,

Anthony

Arnold³

et al. 1997

Child Neuropsychology

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“…The ability to sustain attention has been shown to be related to task performance in adults and children (Hunt and Lansman, 1986;Hamlett et al, 1987;Bialystok, 1992;Carter and Swanson, 1995;Greves et al, 1996;Aylward et al, 1997;Lidell et al, 1997;Bialystok and Majumder, 1998;Griggs et al, 1998), therefore, the results of this study are theoretically consistent and not surprising. As expected, we found that children who spent more time focused on the problem solving tasks were more successful (i.e.…”

Section: Discussionsupporting

confidence: 74%

“…Research with adults and school-aged children, in fact, suggests that total duration of sustained attention is related to better problem solving (Hunt and Lansman, 1986;Hamlett et al, 1987;Bialystok, 1992;Bialystok and Majumder, 1998;Griggs et al, 1998), decision making (Tattersall, 1998), and performance on achievement and standardized tests (Carter and Swanson, 1995;Greves et al, 1996;Aylward et al, 1997;Lidell et al, 1997). Further, studies with young children have shown that attention (defined as visual orientation) during free-play is predictive of more complex play behaviour (e.g.…”

Section: Sustained Attention and Cognitive Performance In Early Childmentioning

confidence: 99%

The relationship between sustained attention and cognitive performance in 17-24-month old toddlers

Choudhury

Gorman

2000

Inf. Child Develop.

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The purpose of this study was to investigate individual differences in sustained attention and task performance with toddlers. Participants were 61 17 -24-month old toddlers. Indices of sustained attention (duration of attention and frequency of off-task glances) were assessed during two 4 min problem solving tasks, and then related to problem solving and the mental scale of the Bayley scales of infant development-II (BSID-II). As expected, toddlers who attended to tasks for longer periods of time were more successful at problem solving, and had higher scores on the BSID-II than toddlers who attended for shorter periods of time. In addition, older toddlers had longer attention spans, more frequent off-task glances, and were more successful at problem solving than younger toddlers. Interestingly, toddlers with more frequent off-task glances had longer attention spans, were more successful at problem solving, and had higher BSID-II scores than peers with fewer off-task glances. These findings suggest that although behavioural indices can be used to identify sustained attention, the relationship between behaviours thought to capture distractibility and attention is more complex than had been previously assumed. Results are discussed in the context of current theories of infant attention and cognitive performance. The ability to sustain attention has been shown to be associated with cognitive task performance with adults and school-aged children (Hunt and Lansman, 1986;Hamlett et al.investigate the relationship between individual differences in sustained attention and performance on cognitive tasks in children between the ages of 17 and 24 months. More specifically, we investigate whether the ability to sustain attention while engaged in two problem solving tasks predicts performance on the same two tasks, and whether it is related to performance on independent measures of cognitive skills.Attention refers to a complex set of physiological and behavioural responses to environmental stimuli. The purpose of attention is to direct cognitive resources to events or situations with the intention of gathering information about the event (Case

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“…As hypothesized, focused attention was concurrently associated with children’s cognitive school readiness at 5 years of age for both poverty status groups. This finding adds to a growing body of literature that demonstrates the importance of attentional skills for children’s cognitive performance (Carter & Swanson, 1995; Choudhury & Gorman, 2000). Specifically, the ability to intentionally focus attention is believed to be especially critical for reading and language competencies (Tamis-LeMonda & Bornstein, 1989; Velting & Whitehurst, 1997).…”

Section: Discussionsupporting

confidence: 63%

Associations among family environment, sustained attention, and school readiness for low-income children.

Razza¹,

Martin²,

Brooks‐Gunn³

2010

Developmental Psychology

106

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In this study, we examined the developmental pathways from children’s family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental health at 3 years of age were explored as independent predictors of children’s observed sustained attention as well as cognitive and behavioral outcomes at 5 years of age. Children were grouped by poverty status (poor vs. near-poor). Results suggest specificity in the associations among attention (focused attention and lack of impulsivity) and its correlates, with different patterns emerging by poverty status group. Overall, the family environment was largely unrelated to children’s sustained attention. For both groups, focused attention was associated with receptive vocabulary; however, it partially mediated the association between maternal lack of hostility and receptive vocabulary only among the near-poor. In addition, lack of impulsivity was associated with both receptive vocabulary and externalizing behaviors but only for the poor group. Findings indicate sustained attention as a potential target for efforts aimed at enhancing school readiness among predominantly poor children.

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The relationship between intelligence and vigilance in children at risk

Cited by 14 publications

References 39 publications

Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence

Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence

The relationship between sustained attention and cognitive performance in 17-24-month old toddlers

Associations among family environment, sustained attention, and school readiness for low-income children.

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