@article{d48f7c6094b04f9d9c7bc8aaa0486d51,
title = "Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence",
abstract = "We administered a comprehensive attentional battery to an epidemiologically defined sample of 435 first- and second-grade children to assess the influence of gender and verbal intelligence on attention. The battery included three versions of the continuous performance test (CPT), two digit cancellation tasks, three subtests from the WISC-R, and the Wisconsin Card Sorting Test. The results indicated that both gender and intelligence had an impact on attentional performance. Girls performed better than boys; they made fewer errors on the CPT and obtained higher scores on the digit cancellation task and the Coding subtest of the WISC-R. Children with higher verbal intelligence also performed better on the attentional tests, but this advantage was not observed across measures or levels of performance. For example, children with limited verbal skills performed significantly worse than their peers only in measures with high processing demands (the degraded CPT and the distraction version of the digit cancellation task).",
author = "Pascualvaca, {Daisy M.} and Anthony, {Bruno J.} and Arnold, {L. Eugene} and Rebok, {George W.} and Ahearn, {Mary Beth} and Kellam, {Sheppard G.} and Mirsky, {Allan F.}",
note = "Funding Information: Despite the ubiquity of attention deficits and their detrimental effects on the child's functioning, little is known about the factors that influence attentional performance in normal children. There is little information, for example, regarding the impact of certain characteristics such as age, intelligence, and gender, or environmental * We acknowledge the contributions of the City of Baltimore, its families and children, and the administration, faculty, and staff of the Baltimore City Public Schools. In particular we would like to thank Dr. Walter Amprey, Superintendent of Baltimore City Public Schools; Dr. Lillian Gonzales and Dr. Patsy Blacksheare, Deputy Superintendents; Dr. Juanita Lewis, Deputy Director; and the following Administrators who were, then, in the positions noted; Dr. Denise Borders, Chief of Accountability; Robert Solomon, Director, Special Education; Dr. Carla Ford, Specialist, Early Childhood Education; Louise Fink, Coordinator, Social Work Services; Dale Parker-Brown, Director, Compensatory Education; Matthew Riley, Director of the Eastern District; and Willie Foster, Director of Middle Schools. The studies on which this paper is based have been supported by the following grants, with supplements from the National Institute on Drug Abuse: National Institute of Mental Health (NIMH) Grant Number P50 MH38725, Epidemiologic Prevention Center for Early Risk Behavior; NIMH Grant Number lROl MH42968, Periodic Outcome of Two Preventive Trials; NIMH Grant Number lROl MH40859, Statistical Methods for Mental Health Preventive Trials. Address correspondence to: Dr. Daisy Pascualvaca, Section on Clinical and Experimental Neuropsychology, Laboratory of Brain and Cognition, National Institute of Mental Health, Building 15K, Room 103, Bethesda, Md 20892, USA. Accepted for publication: November 1, 1996.",
year = "1997",
doi = "10.1080/09297049708401365",
language = "English (US)",
volume = "3",
pages = "13--27",
journal = "Child Neuropsychology",
issn = "0929-7049",
publisher = "Psychology Press Ltd",
number = "1",
}