Abstract
ABSTRACT Sustained attention and working memory are two closely intertwined executive functions that may underlie inattentive behavior. However, little research has teased apart their precise contributions in a single study. This study examines the extent to which ratings of children’s inattentive behavior are associated with these executive functions. Specifically, we investigated the unique and overlapping statistical contributions of sustained attention capacity and working memory capacity to parent and teacher ratings of inattentive behavior (operationalized as scores on both the Inattentive and Hyperactive/Impulsive scales of the Conners’ Rating Scale), while controlling for IQ. Children aged 8–11 years completed measures of sustained attention capacity, working memory capacity and IQ. Parents and teachers completed Conners-3 Parent and Teacher Short Forms, as a measure of inattentive behavior. We found that the unique statistical contribution of sustained attention capacity emerged as the most important factor in both parent and teacher ratings of inattentive behavior, with effects of moderate magnitude. In contrast, working memory capacity accounted for a small amount of variance. The overlap between sustained attention and working memory explained a small but substantive amount of variance in inattentive behavior. These findings support the idea that sustained attention and working memory are distinct executive functions that may contribute to goal-directed behavior both uniquely and through their interactions.
Highlights
In school, students are required to make use of different types of attentional behavior throughout the day
This study examines the unique and overlapping statistical contributions of sustained attention capacity and working memory capacity to parent and teacher ratings of child inattentive behavior in a sample of typically developing children, while control ling for an estimate of IQ
It is important to note that this study explores the statistical contribu tions sustained attention and working memory make to inattentive behavior in line with the theoretical view that weaknesses in these executive functions are a possible cause of inattentive behavior
Summary
Students are required to make use of different types of attentional behavior throughout the day They must sit still, listen to the teacher, follow instructions, wait for turns and keep on task. These attentional behaviors have profound implications for students’ learning and functioning in the classroom, and in the world in general. Deficits in the executive function system, in sustained attention and working memory, are one possible cause of real-world inattentive behavior. This study examines the unique and overlapping statistical contributions of sustained attention capacity and working memory capacity to parent and teacher ratings of child inattentive behavior in a sample of typically developing children, while control ling for an estimate of IQ. IQ was used as a control variable in the analyses, as previous research has shown that when the effect of IQ is removed any statistically significant relationship between objective tests of attention/executive function and ratings of inat tentive behavior may be reduced to non-significance (e.g., Mangeot et al, 2002)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
