Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children
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Abstract
A computerized test of preparedness for effortful processing (alerting attention),
response to orienting cues (orienting attention), and response to the interference
of competing demands (executive attention) was administered to a diverse sample of
249 children (47% female, 4.96 to 7.27 years) to assess developmental properties and
sociodemographic correlates of task performance. Older children and socially advantaged
children demonstrated greater proficiency in overall accuracy and speed of responding.
Boys and socially advantaged children improved more in response to alerting cues.
Older children improved more in response to orienting cues. Older children, socially
advantaged children, African American, and Hispanic children resisted the interference
of competing demands better. Findings are discussed in the context of developmental
and sociodemographic factors relevant to attention and executive functions.