Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Nicole Gardner-Neblett; Jamie DeCoster; Bridget K. Hamre

doi:10.1016/j.appdev.2014.09.003

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Journal of Applied Developmental Psychology ◽

10.1016/j.appdev.2014.09.003 ◽

2014 ◽

Vol 35 (6) ◽

pp. 457-467 ◽

Cited By ~ 8

Author(s):

Nicole Gardner-Neblett ◽

Jamie DeCoster ◽

Bridget K. Hamre

Keyword(s):

Sustained Attention ◽

Adolescent Achievement ◽

Preschool Language ◽

Self Reliance

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Speeded Paper-Pencil Sustained Attention and Mental Speed Tests

Journal of Individual Differences ◽

10.1027/1614-0001.29.4.205 ◽

2008 ◽

Vol 29 (4) ◽

pp. 205-216 ◽

Cited By ~ 9

Author(s):

Stefan Krumm ◽

Lothar Schmidt-Atzert ◽

Kurt Michalczyk ◽

Vanessa Danthiir

Keyword(s):

Sustained Attention ◽

Time Pressure ◽

Factor Model ◽

Higher Order ◽

Future Research ◽

Perceptual Speed ◽

Speed Factor ◽

Close Relationship ◽

Task Processing ◽

Order Factor

Mental speed (MS) and sustained attention (SA) are theoretically distinct constructs. However, tests of MS are very similar to SA tests that use time pressure as an impeding condition. The performance in such tasks largely relies on the participants’ speed of task processing (i.e., how quickly and correctly one can perform the simple cognitive tasks). The present study examined whether SA and MS are empirically the same or different constructs. To this end, 24 paper-pencil and computerized tests were administered to 199 students. SA turned out to be highly related to MS task classes: substitution and perceptual speed. Furthermore, SA showed a very close relationship with the paper-pencil MS factor. The correlation between SA and computerized speed was considerably lower but still high. In a higher-order general speed factor model, SA had the highest loading on the higher-order factor; the higher-order factor explained 88% of SA variance. It is argued that SA (as operationalized with tests using time pressure as an impeding condition) and MS cannot be differentiated, at the level of broad constructs. Implications for neuropsychological assessment and future research are discussed.

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