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Related Experiment Videos

Sustained attention and grade retention

M Gordon1, B B Mettelman, M Irwin

  • 1SUNY Health Science Center, Division of Child and Adolescent Psychiatry, Syracuse 13214.

Perceptual and Motor Skills
|April 1, 1994
PubMed
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Children with a history of grade retention showed poorer sustained attention. This suggests attention deficits may impact academic success, even in non-referred children.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Academic failure, often indicated by grade retention, is a significant concern in child development.
  • Sustained attention is crucial for academic performance and is a core deficit in Attention-Deficit Hyperactivity Disorder (ADHD).

Purpose of the Study:

  • To investigate the relationship between academic failure (grade retention) and sustained attention capacity.
  • To examine this relationship in both general child populations and those referred for ADHD evaluations.

Main Methods:

  • Two studies were conducted using a computerized continuous performance task to measure sustained attention.
  • Study 1: Compared children with and without a history of grade retention in a non-referred sample (N=182).

Related Experiment Videos

  • Study 2: Compared children with and without a history of grade retention in a sample referred for ADHD evaluation.

    • Main Results:

    • In the non-referred sample, children with prior grade retention exhibited a higher frequency of abnormal sustained attention scores.
    • In the ADHD-referred sample, children with a history of grade retention scored significantly lower on sustained attention measures.
    • These findings indicate a consistent link between grade retention and impaired sustained attention across different child populations.

    Conclusions:

    • Grade retention is associated with deficits in sustained attention.
    • Attention deficits may contribute to academic underachievement, extending beyond clinically diagnosed cases.
    • These findings highlight the importance of considering attention capacity in understanding academic difficulties.