Development of Inattention, Impulsivity, and Processing Speed as Measured by the d2 Test: Results of a Large Cross-sectional Study in Children Aged 7–13

Wassenberg, Renske; Hendriksen, Jos G.M.; Hurks, Petra P. M.; Feron, Frans; Keulers, Esther H. H.; Vles, Johan S.H.; Jolles, Jelle

doi:10.1080/09297040601187940

Cited by 52 publications

(35 citation statements)

References 60 publications

(75 reference statements)

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“…Only omissions of the target stimulus showed no significant age improvement (see also Wassenberg et al, 2008). Contrary to that, the time-based measurement of TEA-Ch selective attention task, suggested an improvement beyond that age point.…”

Section: Discussionmentioning

confidence: 79%

“…Provided with appropriately designed test material, even children below the age of 6 years can demonstrate the ability to switch attention between two or more task sets with different rules (Dibbets & Jolles, 2006). Different cognitive aspects of visual selective attention (visual perception, visual scanning, speed of reaction time) continue to develop until the last years of elementary school (Wassenberg, Hendriksen, Hurks, Feron, Keulers, Vles, & Jolles, 2008). Finally, flexibility and divided attention, despite their progress throughout school-age, do not seem to stabilize before the age of 12 to 16 years .…”

Section: Developmental Evidence From Typically Developing School Chilmentioning

confidence: 99%

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Development of Attentional Functions in School-Age: Evidence from both Traditional and Computerized Tasks

Malegiannaki¹,

Metallidou²

2016

JEDP

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The present study examines the development of basic attentional functions (sustained attention, selective attention, flexibility and divided attention) in 172 elementary school children (6-12 years) by using representative subtests from both a computerized (KITAP) and a traditional battery (TEA-Ch). The results indicate significant age-related improvements between 8 and 10 years in all the attentional functions irrespective of the assessment tool. Specifically, the results from both instruments converge regarding the developmental rates for divided attention, sustained attention and flexibility. However, performance scores in KITAP suggest a developmental plateau after the age of 10 years, whereas TEA-Ch subtests seem to be more sensitive to uncovering attention performance differences beyond the age of 10.

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Section: Discussionmentioning

confidence: 79%

Section: Developmental Evidence From Typically Developing School Chilmentioning

confidence: 99%

Development of Attentional Functions in School-Age: Evidence from both Traditional and Computerized Tasks

Malegiannaki¹,

Metallidou²

2016

JEDP

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“…The examinee is asked to cross out the greater amount of "d" that have two apostrophe marks both above, both underneath, or one above and another below with 20 seconds allotted per row (Brickenkamp, 2012). The scores that are obtained in this test are Total number of items processed (TN), Total number of correct responses (CR), Omission errors (OE), Commission errors (CE), Total performance (TP), Concentration performance (CP) and Fluctuation rate (FR), and whose combination reflect three components of attentional behavior: the speed or quantity of work, the quality of the work (degree of precision) and the relationship between both (Wassenberg et al, 2008). In the present study, normative data for TN, CR, TP and CP will be provided.…”

Section: Instrument Administrationmentioning

confidence: 99%

“…d2 test is a measure of selective attention and mental concentration, as well as impulsivity (Wassenberg et al, 2008). It consists of 14 rows of 47 characters each, which can be the letters "d" or "p" with one, two, three, or four apostrophe marks located at the top and/or bottom of each letter.…”

Section: Instrument Administrationmentioning

confidence: 99%

Concentration Endurance Test (d2): Normative data for Spanish-speaking pediatric population

Rivera

Salinas²,

Ramos-Usuga

et al. 2017

NRE

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Abstract. OBJECTIVE:To generate normative data for the Concentration Endurance Test (d2) in Spanish-speaking pediatric populations. METHOD:The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the d2 test as part of a larger neuropsychological battery. The Total number of items processed (TN), Total number of correct responses (CR), Total performance (TP), and Concentration performance (CP) scores were normed using multiple linear regressions and standard deviations of residual values. Age, age 2 , sex, and mean level of parental education (MLPE) were included as predictors in the analyses. D. Rivera et al. / Concentration Endurance Test (d2) RESULTS:The final multiple linear regression models showed main effects for age on all scores, such that scores increased linearly as a function of age. TN scores were affected by age 2 for Guatemala and Puerto Rico; CR scores were affected by age 2 for Mexico; TP scores were affected by age 2 for Chile, Mexico, Puerto Rico, and Spain; and CP scores for Mexico and Spain. Models indicated that children whose parents had a MLPE >12 years obtained higher scores compared to children whose parents had a MLPE ≤12 years for Mexico and Spain in all scores, and Puerto Rico for TN, CR, and TP, and Guatemala and Paraguay for CP scores. Sex affect the scores for Ecuador and Honduras (CP scores). CONCLUSIONS: This is the largest Spanish-speaking pediatric normative study in the world, and it will allow neuropsychologists from these countries to have a more accurate approach to interpret the d2 test in pediatric populations.

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“…Children with ADHD may have deficits in working memory, that is related to time perception [16]. In addition, we know that children with ADHD may have brain abnormalities in some regions such as the pre-frontal cortex, basal ganglia, striatum, corpus callosum, nucleus caudatus, globus pallidus and cerebellum [17]. Those regions relate to the conceptual understanding of time [18].…”

Section: A Diagnostic Tool On Time Perceptionmentioning

confidence: 99%

A Diagnostic Tool on Time Perception of Children with ADHD

Gongsook

Peijnenborgh

Sallustro

et al. 2014

Lecture Notes in Computer Science

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Abstract. ADHD is among the most common childhood developmental disorder which may affect the school achievements. Children with ADHD may show symptoms of time perception problems. Although ADHD is a clinical diagnosis with several approaches, no diagnostic tool has been designed to detect the symptoms of time perception problems in ADHD children. A computer game can be a powerful tool to be used as part of the psychological assessment and yield better accuracy in ADHD diagnosis. In this paper, we present our concept of a diagnostic tool on time perception for children with ADHD-symptoms.

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Development of Inattention, Impulsivity, and Processing Speed as Measured by the d2 Test: Results of a Large Cross-sectional Study in Children Aged 7–13

Cited by 52 publications

References 60 publications

Development of Attentional Functions in School-Age: Evidence from both Traditional and Computerized Tasks

Development of Attentional Functions in School-Age: Evidence from both Traditional and Computerized Tasks

Concentration Endurance Test (d2): Normative data for Spanish-speaking pediatric population

A Diagnostic Tool on Time Perception of Children with ADHD

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