Attention in children: A neuropsychologically based model for assessment

Cooley, Eileen L.; Morris, Robin D.

doi:10.1080/87565649009540465

Cited by 137 publications

(112 citation statements)

References 120 publications

Supporting

Mentioning

100

Contrasting

Unclassified

Order By: Relevance

“…Across the seven periods of watch, average latency for both groups increased by a mean of 119 msec in the slow event rate condition, as compared with 32 msec in the fast condition. Cooley and Morris (1990) suggested that optimal stimulation theory can account for performance changes over time. According to Parasuraman (1984), lowered arousal is clearly a concomitant of the vigilance decrement, although arousal level alone cannot adequately account for that decrement.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Equating tasks and sustaining attention in children and adults: The methodological and theoretical utility ofd’ matching

Laurie-Rose

Bennett-Murphy

Curtnindale

et al. 2005

Perception & Psychophysics

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

“…Disparate fields, however-the adult vigilance literature and the extensive clinical child literature, with notable contributions from the area of clinical neuropsychology (cf. Cooley & Morris, 1990)-can provide a framework for building such models in children.…”

mentioning

confidence: 99%

Equating tasks and sustaining attention in children and adults: The methodological and theoretical utility ofd’ matching

Laurie-Rose

Bennett-Murphy

Curtnindale

et al. 2005

Perception & Psychophysics

View full text Add to dashboard Cite

“…Researchers have debated whether sustained attention should be considered ongoing selective attention (18) or a distinct attentional process (24). Results from Halperin's lab (24) exploring visual attention have shown different developmental patterns for sustained and selective attention and consequently they have argued that different mechanisms may be involved.…”

Section: Sustained Attentionmentioning

confidence: 99%

“…Studying the development of attentional processes, however, is complicated by the fact that it is often difficult to separate attention from encoding, memory, decision making, and response systems in the information processing stream (18). This difficulty has two primary implications for the developmental study of attention.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The development of auditory attention in children

et al. 2000

View full text Add to dashboard Cite

In this paper we review the development of four components of auditory attention: arousal, orienting, selective attention and sustained attention. We focus especially on the processes responsible for the selection of specific stimuli for further processing because these are essential for learning and development. Although much work still needs to be done, there is evidence of developmental change in some of the components of attention, especially early in infancy. Later developmental improvements seem to be primarily attributable to higher cognitive processes, such as motivation, strategy development and implementation, and voluntary direction and regulation of attention. INTRODUCTIONAttention is important for most, if not all, information processing. Attentional processes are involved in determining which internal and external stimuli are singled out for further processing and, consequently, which stimuli warrant a response. This process of selecting stimuli from an extremely complex, ever changing, multisensory environment is determined not only by the physical characteristics of the stimuli themselves, but also by the individual interests, motives, and cognitive strategies of the person perceiving the stimuli. Because attention is involved in the process of selection, it plays an important role in the establishment of flexible, adaptive behavior. The distribution of attention is critical for learning and development. Identifying and attending to the important aspects of the environment are essential for the acquisition of new skills. For example, investigators have shown that infants attend to the stress patterns of language and have argued that this facilitates language acquisition (1). The selection of stimuli for further processing also has implications for what information is stored in memory and the level of detail associated with particular memory traces.Central to our conception of attention are the processes responsible for the selection of specific stimuli for further processing. This selection can be automatic, as in the orienting elicited by a novel stimulus, or active, as in the search for a designated target in a set of stimuli during a selective attention task. In addition to selection, individuals must be alert (or exhibit at least some minimal level of arousal) and must be able to sustain an attentional focus for effective information processing and optimal learning. These four components of attention: arousal, orienting, selective attention, and sustained attention, are important to most models of attention (for example, 2-5) and will be used to organize our discussion of the development of attention.Attention has been studied extensively in infants and adults, as evidenced by the number of recent books on the subject (for example, 2, 5-12). However, attention

show abstract