Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children

Autor/in	Mezzacappa, Enrico
Titel	Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children
Quelle	In: Child Development, 75 (2004) 5, S.1373-1386 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2004.00746.x
Schlagwörter	Attention; Urban Youth; Cues; Disadvantaged Youth; Age Differences; Social Influences; African American Students; Hispanic American Students; Reaction Time; Responses; Gender Differences + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Stichwort; Benachteiligter Jugendlicher; Age; Difference; Age difference; Altersunterschied; Sozialer Einfluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Reaktionsvermögen; Geschlechterkonflikt
Abstract	A computerized test of preparedness for effortful processing (alerting attention), response to orienting cues (orienting attention), and response to the interference of competing demands (executive attention) was administered to a diverse sample of 249 children (47% female, 4.96 to 7.27 years) to assess developmental properties and sociodemographic correlates of task performance. Older children and socially advantaged children demonstrated greater proficiency in overall accuracy and speed of responding. Boys and socially advantaged children improved more in response to alerting cues. Older children improved more in response to orienting cues. Older children, socially advantaged children, African American, and Hispanic children resisted the interference of competing demands better. Findings are discussed in the context of developmental and sociodemographic factors relevant to attention and executive functions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10