ERIC Number: EJ817238
Record Type: Journal
Publication Date: 2004
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0165-0254
EISSN: N/A
Early Attention and Negative Emotionality Predict Later Cognitive and Behavioural Function
Lawson, Katharine R.; Ruff, Holly A.
International Journal of Behavioral Development, v28 n2 p157-165 2004
Negative emotionality and poor attention may combine or interact as risk factors in development. Negative emotionality is considered a challenge for self-regulation, whereas good attention is a potential means of self-regulation. In the current study, composites of 1- and 2-year maternal ratings of negative emotionality and global ratings of observed attentiveness were predictors for 3.5-year cognitive and behavioural outcome for 75 children. Results of variable-based regression analyses indicated that early negativity and attentiveness predicted IQ and scores on a hyperactivity index; only negativity predicted a global measure of behaviour problems. Results of person-based analyses for groups formed by median splits on negativity and attention suggested that the More Negative/Less Attentive group had significantly poorer outcome than the other three groups combined (those with one or none of the two risk factors). Comparisons of mean differences also suggested a protective effect of greater attentiveness for more negative as opposed to less negative children for all outcomes. The results extend prior work in providing longitudinal data over the first 3 years and including both cognitive and behavioural outcomes. (Contains 4 tables and 3 footnotes.)
Descriptors: Hyperactivity, Adolescents, Parent Child Relationship, Behavior Problems, Emotional Response, Negative Attitudes, Predictor Variables, Cognitive Development, Child Behavior, Attention Span, At Risk Persons, Child Development, Self Control, Parent Attitudes, Mothers, Intelligence Quotient, Attention Deficit Disorders, Educational Attainment, Parent Influence, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Conners Rating Scales; Stanford Binet Intelligence Scale
Grant or Contract Numbers: N/A