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Closing-in behaviour in preschool children
Elisabetta Ambron1, Robert D McIntosh, Sergio Della Sala
1Human Cognitive Neuroscience, Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK. E.Ambron@sms.ed.ac.uk
Cognitive Processing
|June 16, 2009
Summary
Preschoolers exhibiting closing-in behavior (CIB) in drawing tasks may struggle with attention control. This study found attention switching ability to be the strongest predictor of CIB in young children.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
Background:
- Closing-in behavior (CIB) is observed in preschool children during graphic tasks, characterized by placing copies too close to the model.
- Similar phenomena in dementia patients raise questions about shared cognitive mechanisms between developmental CIB and cognitive decline.
Purpose of the Study:
- To investigate the specific cognitive functions underlying CIB in preschool children.
- To explore potential common cognitive factors in CIB across development and dementia.
Main Methods:
- Forty-one preschool children (3-5 years) were assessed for CIB.
- A neuropsychological battery evaluated visuospatial abilities, short-term memory (verbal and spatial), and attention (sustained, selective, switching).
- Binary logistic regression and separate predictor analyses were employed.
Main Results:
- Performance on attention subtests was the strongest unique predictor of CIB.
- Attention switching ability showed the most significant relationship with CIB.
- These findings suggest CIB in children is linked to attentional control deficits.
Conclusions:
- Closing-in behavior in preschool children is associated with inadequate attentional control.
- The findings suggest shared cognitive mechanisms for CIB in both developing children and dementia patients.
- Further research may elucidate the precise nature of attentional control deficits in CIB.
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