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ERIC Number: EJ766119
Record Type: Journal
Publication Date: 2007-May
Pages: 14
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0012-1649
Sensory Modality, Temperament, and the Development of Sustained Attention: A Vigilance Study in Children and Adults
Curtindale, Lori; Laurie-Rose, Cynthia; Bennett-Murphy, Laura; Hull, Sarah
Developmental Psychology, v43 n3 p576-589 May 2007
Applying optimal stimulation theory, the present study explored the development of sustained attention as a dynamic process. It examined the interaction of modality and temperament over time in children and adults. Second-grade children and college-aged adults performed auditory and visual vigilance tasks. Using the Carey temperament questionnaires (S. C. McDevitt & W. B. Carey, 1995), the authors classified participants according to temperament composites of reactivity and task orientation. In a preliminary study, tasks were equated across age and modality using d= matching procedures. In the main experiment, 48 children and 48 adults performed these calibrated tasks. The auditory task proved more difficult for both children and adults. Intermodal relations changed with age: Performance across modality was significantly correlated for children but not for adults. Although temperament did not significantly predict performance in adults, it did for children. The temperament effects observed in children-specifically in those with the composite of reactivity-occurred in connection with the auditory task and in a manner consistent with theoretical predictions derived from optimal stimulation theory.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 2; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A