A national study on the development of visual attention using the cognitive assessment system

Journal of Attention Disorders

Volumn 14, Issue 1, 2010, Pages 15-24

  Lehman, Elyse Brauch ^a   Naglieri, Jack A ^a   Aquilino, Sally A ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

Adolescents; Children; Cognitive Assessment System; Visual attention

Indexed keywords

ADOLESCENT; ADOLESCENT DEVELOPMENT; ANALYSIS OF VARIANCE; ARTICLE; ATTENTION; CHILD; CHILD DEVELOPMENT; COGNITION; HUMAN; NEUROPSYCHOLOGICAL TEST; PHYSIOLOGY; PRESCHOOL CHILD; UNITED STATES; VISION;

ADOLESCENT; ADOLESCENT DEVELOPMENT; ANALYSIS OF VARIANCE; ATTENTION; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; HUMANS; NEUROPSYCHOLOGICAL TESTS; UNITED STATES; VISUAL PERCEPTION;

EID: 77953988556     PISSN: 10870547     EISSN: 15571246     Source Type: Journal    
DOI: 10.1177/1087054709332473     Document Type: Article

References (56)

1. Anderson, V.A., Anderson, P., Northam, E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20, 385-406.
2. Baltes, P.B. (1997). On the incomplete architecture of human ontogenesis: Selection, optimization, and compensation as a foundation of developmental theory. American Psychologist, 52, 366-380.
3. Baron, I.S. (2004). Neuropsychological evaluation of the child. New York: Oxford University Press.
4. Becker, G. (1991). Alternative methods of reporting research results. American Psychologist, 46, 654-655.
5. Cantwell, D.P., & Satterfield, J.H. (1978). The prevalence of academic underachievement in hyperactive children. Journal of Pediatric Psychology, 3, 168-171.
6. Casey, B.J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: What have we learned about cognitive development? Trends in Cognitive Science, 9, 104-110.
7. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2 nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
8. Demetriou, A., Christou, C., Spanoudis, G., & Platsidou, M. (2002). The development of mental processing: Efficiency, working memory, and thinking. Monographs of the Society for Research in Child Development, 67(1, Serial 268).
9. Denckla, M.B. (1996). A theory and model of executive function: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 263-278). Baltimore, MD: Paul H. Brookes.
10. Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. T. Stuss & R. T. Knight (Eds.), Principles of frontal lobe function (pp. 466-503). New York: Oxford University Press.
11. Eslinger, P.J. (1996). Conceptualizing, describing, and measuring components of executive function: A summary. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 367-395). Baltimore, MD: Paul H. Brookes.
12. Gauvain, M. (2001). The social context of cognitive development. New York: Guilford.
13. Halperin, J.M. (1996). Conceptualizing, describing, and measuring components of attention: A summary. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 119-136). Baltimore, MD: Paul H. Brookes.
14. Holborow, P.L., & Berry, P.S. (1986). Hyperactivity and learning difficulties. Journal of Learning Disabilities, 19, 426-431.
15. Hommel, B., Li, K.Z., & Li, S.-C. (2004). Visual search across the life span. Developmental Psychology, 40, 545-558.
16. Horn, W.F., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77, 597-607.
17. Hudspeth, W., & Pribram, K. (1990). Stages of brain and cognitive maturation. Journal of Educational Psychology, 82, 881-884.
18. Hugdahl, K., Carlsson, G., & Eichele, T. (2001). Age effects in dichotic listening to consonant-vowel syllables: Interactions with attention. Developmental Neuropsychology, 20, 445-457.
19. Johnson, J., Im-Bolter, N., & Pascual-Leone, J. (2003). Development of mental attention in gifted and mainstream children: The role of mental capacity, inhibition, and speed of processing. Child Development, 74, 1594-1614.
20. Keating, D.P. (2004). Cognitive and brain development. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed.) (pp. 45-84). Hoboken, N.J.: John Wiley & Sons.
21. Keating, D.P., & Bobbitt, B.L. (1978). Individual and developmental differences in cognitive-processing components of mental ability. Child Development, 49, 155-167.
22. Kelly, T.P. (2000). The clinical neuropsychology of attention in school-aged children. Child Neuropsychology, 6, 24-36.
23. Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental Neuropsychology, 20, 407-428.
24. Korkman, M. (2001). Introduction to the special issue on normal neuropsychological development in the school-age years. Developmental Neuropsychology, 20, 325-330.
25. Korkman, M., Kemp, S.L., & Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A cross-sectional study on 800 children from the United States. Developmental Neuropsychology, 20, 331-354.
26. Korkman, M., Kirk, U., & Kemp, S.L. (1998). NEPSY - A Developmental Neuropsychological Assessment. San Antonio, TX: Psychological Corporation.
27. Luna, B., Garver, K.E., Urban, T.A., Lazar, N.A., & Sweeney, J.A. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75, 1357-1372.
28. Luria, A. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.
29. MacLeod, C.M. (1991). Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109, 163-203.
30. MacLeod, C.M. (1992). The Stroop task: The gold standard of attentional measures. Journal of Experimental Psychology: General, 121, 12-14.
31. Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I.H. (2001). The differential assessment of children's attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology and Psychiatry, 42, 1065-1081.
32. Martin, R.P. (1989). Activity level, distractibility, and persistence: Critical characteristics in early schooling. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 451-461). New York: Wiley.
33. Martin, R.P., Olejnik, S., & Gaddis. L. (1994). Is temperament an important contributor to schooling outcomes in elementary school? Modeling effects of temperament and scholastic ability on academic achievement. In W. B. Carey & S. C. McDevitt (Eds.), Prevention and early intervention: Individual differences as risk factors for the mental health of children: A festschrift for Stella Chess and Alexander Thomas (pp. 59-68). New York: Brunner/Mazel.
34. McKay, K.E., Halperin, J.M., Schwartz, S.T., & Sharma, V. (1994). Developmental analysis of three aspects of information processing: Sustained attention, selective attention, and response organization. Developmental Neuropsychology, 10, 121-132.
35. Mirsky, A.F. (1996). Disorders of attention: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 71-95). Baltimore, MD: Paul H. Brookes.
36. Morris, R. (1994). Multidimensional neuropsychological assessment models: Potential and problems. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes.
37. Naglieri, J.A. (1999). Essentials of CAS assessment. New York: Wiley.
38. Naglieri, J.A. (2005). The cognitive assessment system. In D. P. Flanagan & P. L. Harrison (Eds.) Contemporary intellectual assessment (2nd ed.) (pp. 441-460). New York: Guilford.
39. Naglieri, J.A., & Das, J.P. (1997). Cognitive assessment system. Itasca, IL: Riverside.
40. Naglieri, J.A., & Das, J.P. (2005). Planning, attention, simultaneous, successive (PASS) theory: A revision of the concept of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.) Contemporary intellectual assessment (2nd ed.) (pp. 136-182). New York: Guilford.
41. NICHD Early Child Care Research Network (2003). Do children's attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39, 581-593.
42. NICHD Early Child Care Research Network (2005). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41, 99-114.
43. Posner, M.I., Bois, S.J., Eichelman, W.H., & Taylor, R.L. (1969). Retention of visual and name codes of single letters (monograph). Journal of Experimental Psychology, 79, 1-16.
44. Posner, M.I., & Petersen, S.E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42.
45. Posner, M. I., & Raichle, M. E. (Eds.). (1998). Overview: The neuroimaging of human brain function. Proceedings of the National Academy of Sciences USA, 95, 763-764.
46. Rebok, G.W., Smith, C.B., Pascualvaca, D.M., Mirsky, A.F., Anthony, B.J., & Kellam, S.G. (1997). Developmental changes in attentional performance in urban children from eight to thirteen years. Child Neuropsychology, 3, 28-46.
47. Ridderinkhof, K.R., van der Molen, M.W., & Band, G.P.H. (1997). Sources of interference from irrelevant information: A developmental study. Journal of Experimental Child Psychology, 65, 315-341.
48. Rueda, M.R., Fan, J., McCandliss, B.D., Halparin, J.D., Gruber, D.B., Lercari, L.P., & Posner, M.I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42, 1029-1040.
49. Rueda, M.R., Posner, M.I., & Rothbart, M.K. (2004). Attentional control and self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications. New York: Guilford.
50. Ruff, H.A., & Rothbart, M.K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.
51. Shiner, R.L. (1998). How shall we speak of children's personalities in middle childhood? A preliminary taxonomy. Psychological Bulletin, 124, 308-332.
52. Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643-662.
53. Wechsler, D. (1974). Wechsler Intelligence Scale for Children - Revised. New York: Psychological Corporation.
54. Wechsler, D. (1991). Wechsler Intelligence Scale for Children - III. New York: Psychological Corporation.
55. Welsh, M.C., Pennington, B.F., & Groisser, D.B. (1991). A normative study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
56. Woodcock, R.W., & Johnson, M.B. (1989). Woodcock-Johnson revised tests of cognitive ability: Standard and supplemental batteries. Itasca, IL: Riverside Publishing.