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Published on: January 23, 2017
Using a multidimensional model of attention to predict low-income preschoolers' early academic skills across time
Katherine A Shannon1, Gaia Scerif2, C Cybele Raver1
1Applied Psychology, New York University, New York, NY, USA.
Insights
Selective and sustained attention skills in preschoolers predict academic success. These foundational attention abilities are crucial for school readiness, especially for economically vulnerable children.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Educational Psychology
Background:
- Attention skills are critical for early academic success.
- Understanding attention development in preschoolers is essential for targeted interventions.
- Low-income children may face unique challenges in attention development.
Purpose of the Study:
- To examine the organization of attention skills throughout the preschool year.
- To determine how specific attention subcomponents predict early academic skills.
- To investigate attention development in a sample of low-income preschoolers.
Main Methods:
- Longitudinal study with 99 low-income children (ages 4.5 to 5 years).
- Administered validated attention tasks measuring selective attention, sustained attention, and executive control.
- Utilized exploratory factor analysis and multiple regression models.
Main Results:
- A 2-factor model of attention (selective/sustained vs. processing speed/executive attention) was supported, differing from adult models.
- Selective and sustained attention robustly predicted concurrent and longitudinal academic skills.
- Attention processing speed and executive attention were less predictive.
Conclusions:
- Preschool attention organization may be simpler than in adults.
- Selective and sustained attention are key predictors of school readiness for vulnerable children.
- Interventions targeting these attention skills could enhance academic outcomes.
Abstract:
The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low-income children (n = 99). Children completed well-validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the abilities to selectively focus, sustain attention, and employ executive control. Exploratory factor analyses at both time points support a 2-factor model differentiating selective and sustained attention from attention processing speed and executive attention, suggesting that attention in low-income preschoolers may have a simpler organization than the 3-factor structure found in adulthood. Multiple regression models find children's ability to selectively focus and sustain attention serves as a robust concurrent and longitudinal predictor of academic skills. These results highlight the role of selective and sustained attention processes in supporting school readiness for economically vulnerable children.
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