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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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Published on: August 28, 2021

Cognitive and behavioral attention in children with math difficulties.

Alanna B Gold1, Linda Ewing-Cobbs, Paul Cirino

  • 1Department of Psychology, University of Houston, Houston, TX 77204, USA. abgold@uh.edu

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|June 13, 2012
PubMed
Summary

Behavioral inattention, not cognitive measures, significantly correlated with math performance in children with math difficulties. This suggests attention challenges in math may relate more to focus in context than impulsive responses.

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Cognitive Neuroscience

Background:

  • Inattention is a core symptom of Attention Deficit/Hyperactivity Disorder (ADHD) and is often associated with academic difficulties.
  • The relationship between specific cognitive attention deficits and math performance in children with and without learning disabilities requires further investigation.
  • Existing research presents mixed findings on the link between objective cognitive attention measures and behavioral ratings of inattention in academic contexts.

Purpose of the Study:

  • To examine the relationship between cognitive measures of attention and behavioral ratings of inattention in children with math difficulties (MD) and those with both math and reading difficulties (MDRD).
  • To compare attention performance between children with MD/MDRD and typically achieving peers, as well as children who responded to math tutoring.
  • To investigate the correlation between performance on the Attentional Network Test (ANT) and Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) inattention scores with math achievement.

Main Methods:

  • Third-grade students with MD (n=17) and MDRD (n=35) were assessed using the ANT, achievement tests, and intelligence measures.
  • Teacher-reported SWAN-IV inattention ratings were collected.
  • Two comparison groups included typically achieving children (n=23) and responders to a math-tutoring intervention (n=54).

Main Results:

  • Children with MD and MDRD did not differ significantly from comparison groups on ANT measures of alerting, orienting attention, or executive control, though ANT reliability was questionable.
  • No significant relationship was found between ANT performance and SWAN-IV inattention scores.
  • Behavioral ratings of inattention (SWAN-IV) significantly correlated with math performance, whereas cognitive attention measures did not.

Conclusions:

  • The findings suggest that behavioral manifestations of inattention, rather than specific cognitive attention deficits measured by the ANT, are more closely linked to math performance issues in children.
  • Difficulties in math may stem from challenges with sustained focus and attention to detail in specific tasks, rather than solely from executive control or orienting deficits.
  • The weak association between cognitive and behavioral attention assessments in this study may indicate that the ANT does not capture the relevant attentional aspects crucial for math success, or reflects broader patterns seen in ADHD research.