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ERIC Number: EJ1069941
Record Type: Journal
Publication Date: 2015-Aug
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0012-1649
Relevance of a Neurophysiological Marker of Attention Allocation for Children's Learning-Related Behaviors and Academic Performance
Willner, Cynthia J.; Gatzke-Kopp, Lisa M.; Bierman, Karen L.; Greenberg, Mark T.; Segalowitz, Sidney J.
Developmental Psychology, v51 n8 p1148-1162 Aug 2015
Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R305B090007