Sustained attention and social competence in typically developing preschool‐aged children

Murphy, Laura; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly

doi:10.1080/03004430500349559

Cited by 31 publications

(11 citation statements)

References 47 publications

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“…Furthermore, children's focused attention did not mediate the association between maternal parenting and children's concern or cooperation. This contrasts with previous research that finds that children's ability to focus their attention for longer periods of time on the same activity while playing with toys is associated with more positive social and emotional development (Kochanska et al, 1998;Murphy et al, 2007). Methodological differences may account for these conflicting results.…”

Section: Child Characteristics and Children's Prosocial Behaviourcontrasting

confidence: 69%

“…To expand on this research, we examined children's attention. Attention is a basic cognitive process that underlies learning and memory, and is thought to play a key role in facilitating positive social interactions (Murphy, Laurie-Rose, Brinkman, & McNamara, 2007). From 1 to 3 years of age, children's capacity to flexibly control their attention increases, including their ability to sustain their focus for longer periods of time during daily activities (Ruff & Lawson, 1990).…”

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confidence: 99%

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Child, Parenting, and Situational Characteristics Associated with Toddlers' Prosocial Behaviour

Blandon

Scrimgeour

2015

Infant and Child Development

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The infant and toddler years are crucial for the development of prosocial behaviour, such as helping, sharing, comforting and cooperation. Recent evidence suggests that the correlates of different types of prosocial behaviour may differ. The current study investigated whether child, maternal parenting and situational characteristics were differentially associated with toddlers' cooperation and concern with a peer. The sample, drawn from the National Institute of Child Health and Human Development Study of Early Child Care, included the 612 children who participated in the 36-month dyadic play session and their mothers. The results indicated that girls were more cooperative and expressed more concern than boys. Greater sustained attention to toys was associated with lower cooperation. Children were more cooperative with peers who engaged in more positive social interaction, and expressed more concern with peers that they had a close relationship with. Maternal sensitivity at 24 months was associated with greater cooperation when the peer engaged in more positive social behaviour. Finally, both maternal sensitivity and cognitive stimulation at 15 months indirectly influenced toddlers' cooperation through maternal sensitivity at 24 months, underscoring the predictive power of early parenting when children are rapidly developing the capacity to engage in prosocial behaviour. Overall, the results highlight some differences in the correlates of toddlers' cooperation and concern.

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Section: Child Characteristics and Children's Prosocial Behaviourcontrasting

confidence: 69%

mentioning

confidence: 99%

Child, Parenting, and Situational Characteristics Associated with Toddlers' Prosocial Behaviour

Blandon

Scrimgeour

2015

Infant and Child Development

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“…Over the first year of life infants shift from reactive, passive information seeking to more volitional control of attention (see Colombo, 2001; Ruff & Rothbart, 1996), including the ability to sustain attention and inhibit shifting to distracting or competing stimulation (Colombo & Cheatham, 2006; Ruff & Capozzoli, 2003). Greater sustained attention predicts better social and cognitive outcomes (Andrade, Brodeur, Waschbusch, Stewart, & McGee, 2009; Colombo et al, 2004; Murphy, Laurie-Rose, Brinkman, & McNamara, 2007). For example, “short lookers’ are thought to process information more efficiently and show better developmental outcomes than “long lookers” (for a review, see Bornstein & Colombo, 2012).…”

Section: Development Of Three Basic Indices Of Attentionmentioning

confidence: 99%

The Multisensory Attention Assessment Protocol (MAAP): Characterizing individual differences in multisensory attention skills in infants and children and relations with language and cognition.

Bahrick¹,

Todd²,

Soska³

2018

Developmental Psychology

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Multisensory attention skills provide a crucial foundation for early cognitive, social, and language development, yet there are no fine-grained, individual difference measures of these skills appropriate for preverbal children. The Multisensory Attention Assessment Protocol (MAAP) fills this need. In a single video-based protocol requiring no language skills, the MAAP assesses individual differences in three fundamental building blocks of attention to multisensory events—the duration of attention maintenance, the accuracy of intersensory (audiovisual) matching, and the speed of shifting—for both social and nonsocial events, in the context of high and low competing visual stimulation. In Experiment 1, 2- to 5-year-old children (N = 36) received the MAAP and assessments of language and cognitive functioning. In Experiment 2 the procedure was streamlined and presented to 12-month-olds (N = 48). Both infants and children showed high levels of attention maintenance to social and nonsocial events, impaired attention maintenance and speed of shifting when competing stimulation was high, and significant intersensory matching. Children showed longer maintenance, faster shifting, and less impairment from competing stimulation than infants. In 2- to 5-year-old children, duration and accuracy were inter-correlated, showed increases with age, and predicted cognitive and language functioning. The MAAP opens the door to assessing developmental pathways between early attention patterns to audiovisual events and language, cognitive, and social development.

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“…In today's world, the ability to sustain attention is crucial for the completion of many everyday tasks. With a plethora of distractions (both internal and external), being able to attend to and focus on a single task is a fundamental cognitive ability that underlies many essential life activities such as social communication (Bennett Murphy, Laurie‐Rose, Brinkman, & McNamara, ), driving (Yanko & Spalek, ), and school (Steinmayr, Ziegler, & Träuble, ). While studies show that the ability to sustain attention is malleable within an individual (e.g., due to motivation, time‐on‐task), there are also stable, trait‐like individual differences in sustained attention ability (Fortenbaugh et al, ; Fortenbaugh, DeGutis, & Esterman, ; Rosenberg, Noonan, DeGutis, & Esterman, ; Unsworth, Redick, Lakey, & Young, ).…”

Section: Introductionmentioning

confidence: 99%

Individual differences in sustained attention are associated with cortical thickness

Mitko

Rothlein

Poole

et al. 2019

Human Brain Mapping

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Several studies have examined how individual differences in sustained attention relate to functional brain measures (e.g., functional connectivity), but far fewer studies relate sustained attention ability, or cognition in general, to individual differences in cortical structure. Functional magnetic resonance imaging meta-analyses and patient work have highlighted that frontoparietal regions, lateralized to the right hemisphere, are critical for sustained attention, though recent work implicates a broader expanse of brain regions. The current study sought to determine if and where variation in cortical thickness is significantly associated with sustained attention performance. Sustained attention was measured using the gradual onset continuous performance task and the Test of Variables of Attention in 125 adult Veteran participants after acquiring two high-resolution structural MRI scans. Whole-brain vertex-wise analyses of the cortex demonstrated that better sustained attention was associated with increased thickness in visual, somatomotor, frontal, and parietal cortices, especially in the right hemisphere. Networkbased analyses revealed relationships between sustained attention and cortical thickness in the dorsal attention, ventral attention, somatomotor, and visual networks. These results indicate cortical thickness in multiple regions and networks is associated with sustained attention, and add to the growing knowledge of how structural MRI can help explain individual differences in cognition. K E Y W O R D S cortical thickness, gradCPT, sustained attention, TOVA, Veterans

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Sustained attention and social competence in typically developing preschool‐aged children

Cited by 31 publications

References 47 publications

Child, Parenting, and Situational Characteristics Associated with Toddlers' Prosocial Behaviour

Child, Parenting, and Situational Characteristics Associated with Toddlers' Prosocial Behaviour

The Multisensory Attention Assessment Protocol (MAAP): Characterizing individual differences in multisensory attention skills in infants and children and relations with language and cognition.

Individual differences in sustained attention are associated with cortical thickness

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