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A computer-administered measure of s...

Thompson, David W.

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A computer-administered measure of sustained auditory selective attention in school-age children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A computer-administered measure of sustained auditory selective attention in school-age children./
作者:	Thompson, David W.
面頁冊數:	156 p.
附註:	Director: Elyse B. Lehman.
Contained By:	Dissertation Abstracts International66-03B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166810
ISBN:	9780542027178

A computer-administered measure of sustained auditory selective attention in school-age children.
Thompson, David W.

A computer-administered measure of sustained auditory selective attention in school-age children. - 156 p.

Director: Elyse B. Lehman.

Thesis (Ph.D.)--George Mason University, 2005.

Results indicate good reliability. Significant age and distractor condition effects were found for four of the six types of scores. Correlations indicate good divergent validity and some evidence of convergent validity.

ISBN: 9780542027178Subjects--Topical Terms:

1017560
Education, Educational Psychology.

A computer-administered measure of sustained auditory selective attention in school-age children.
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100 1 $a Thompson, David W. $3 1293837
245 1 2 $a A computer-administered measure of sustained auditory selective attention in school-age children.
300 $a 156 p.
500 $a Director: Elyse B. Lehman.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1763.
502 $a Thesis (Ph.D.)--George Mason University, 2005.
520 $a Results indicate good reliability. Significant age and distractor condition effects were found for four of the six types of scores. Correlations indicate good divergent validity and some evidence of convergent validity.
520 $a Currently available clinical measures of attention have been criticized as having limited diagnostic utility. They typically: are low in ecological validity; involve a very simplistic level of information processing; and do not measure attention to auditory information, despite growing evidence of the importance of that modality. Diagnosis of children with special needs is hampered by a lack of data describing normal development that has been gathered through ecologically valid measures based on sound, clearly defined, research-based constructs.
520 $a To do this, an instrument, was designed to approximate the information processing demands of a typical classroom setting. Three age groups of school-age children were tested with this instrument to explore their ability to resist auditory distractions and to remain focused on a sustained auditory task. The central task was-to choose from among an array of four pictures the one that best fits the diotically presented verbal description. Distractor conditions varied in terms of level of semantic saliency including: (1) no noise; (2) meaningless noise; (3) speech-like unintelligible sounds; and (4) the reading of a story. A computerized format allowed precise, highly standardized administration and exact measures of response latencies. Six scores were calculated, measuring response accuracy and latency, as well as changes and variability in accuracy and latency over time. These were compared between age groups and within subjects to examine the reliability and validity of this test, developmental trends, and individual differences. A prorated WISC-III cognitive measure was also administered, as were two behavior rating scales, in order to establish construct validity.
590 $a School code: 0883.
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650 4 $a Psychology, Developmental. $3 1017557
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710 2 0 $a George Mason University. $3 1019450
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