Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school.

TitleCognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school.
Publication TypeJournal Article
Year of Publication2006
JournalDevelopmental psychology
Volume42
Issue6
Pagination1206-19
ISSN0012-1649
Abstract

The present study examined children's cognitive engagement with television as a function of the continuity of central or incidental content and whether this varied with age and clinical status. In Experiment 1, 9- to 11-year-old children's response times on a secondary task were slower the later a probe occurred in a sequence of central events, and response times predicted recall. Experiment 2 extended these results to 6- to 8-year-old children. Experiment 3 revealed that children with attention-deficit/hyperactivity disorder (ADHD) failed to show the pattern consistently observed for comparison children. The results support the hypothesis that typically developing children build a representation during viewing that reflects the causal structure of the televised story but that this skill is deficient in 4- to 9-year-old children with ADHD.

URLhttp://content.apa.org/journals/dev/42/6/1206
DOI10.1037/0012-1649.42.6.1206
Short TitleDev Psychol
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