Author(s)

Kelly E. Jedd

Graduation Year

2011

Date of Thesis Acceptance

Fall 5-11-2011

Major Department or Program

Psychology

Advisor(s)

Melissa Clearfield

Abstract

The development of visual attention is a key component of knowledge acquisition and cognitive functioning in infancy and throughout childhood. By the time children in poverty reach school-age, deficits in attention are readily apparent; however, the onset of attention delays is unknown. The current study tested attention longitudinally at 6, 9, and 12 months in a sample of 27 infants from high and low-SES families, using a free play attention task with two conditions: one toy and six toys. The dependent measures were attention to toys, attention to faces, quiet inattention, and total inattention. High-SES infants showed greater increases in attention when the stimuli were more complex. Additionally, low-SES infants showed higher total inattention than their high-SES peers at all ages. The results show that by six months, infants in poverty already show deficits in attention. Early identification of attention delays may enable earlier and more effective interventions.

Page Count

43

Subject Headings

Attention in infants, Infants -- Development, Poverty, Whitman College 2011 -- Dissertation collection -- Psychology Department

Permanent URL

http://hdl.handle.net/10349/1096

Document Type

Whitman Community Accessible Thesis

Terms of Use

If you have questions about permitted uses of this content, please contact the ARMINDA administrator

Share

COinS
 

Rights Statement

Rights Statement

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).