Comprehension of Televised Stories by Preschool Children With ADHD
Investigated visual attention to and story comprehension of televised stories in 4- to 6-year-old children with attention deficit hyperactivity disorder (ADHD) and comparison children. Half of the children in each group watched the program with toys in the room, and the other half watched without to...
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| Veröffentlicht in: | Journal of clinical child and adolescent psychology 1999-09, Vol.28 (3), p.376-385 |
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| container_end_page | 385 |
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| container_issue | 3 |
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| container_title | Journal of clinical child and adolescent psychology |
| container_volume | 28 |
| creator | Sanchez, Rebecca Polley Pugzles Lorch, Elizabeth Milich, Richard Welsh, Richard |
| description | Investigated visual attention to and story comprehension of televised stories in 4- to 6-year-old children with attention deficit hyperactivity disorder (ADHD) and comparison children. Half of the children in each group watched the program with toys in the room, and the other half watched without toys. Visual attention to the television was recorded, and story comprehension was assessed by performance on cued recall questions. All children attended significantly less when toys were present, but the difference when toys were present was greater for children with ADHD. The groups did not differ on recall of factual information when toys were absent. When toys were present, the comparison children showed no decrement in performance on factual questions, whereas the performance of children with ADHD was significantly worse. On questions testing causal connections, the children with ADHD performed more poorly than comparison children regardless of whether toys were present. Implications of these results for understanding and treating the academic and social difficulties of children with ADHD are discussed. |
| doi_str_mv | 10.1207/S15374424jccp280310 |
| format | Article |
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Half of the children in each group watched the program with toys in the room, and the other half watched without toys. Visual attention to the television was recorded, and story comprehension was assessed by performance on cued recall questions. All children attended significantly less when toys were present, but the difference when toys were present was greater for children with ADHD. The groups did not differ on recall of factual information when toys were absent. When toys were present, the comparison children showed no decrement in performance on factual questions, whereas the performance of children with ADHD was significantly worse. On questions testing causal connections, the children with ADHD performed more poorly than comparison children regardless of whether toys were present. Implications of these results for understanding and treating the academic and social difficulties of children with ADHD are discussed.</description><subject>Attention</subject><subject>Attention Deficit Disorder with Hyperactivity - psychology</subject><subject>Attention deficit hyperactivity disorder</subject><subject>Child</subject><subject>Child psychology</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Comprehension</subject><subject>Female</subject><subject>Humans</subject><subject>Hyperactivity</subject><subject>Male</subject><subject>Play and Playthings</subject><subject>Preschool children</subject><subject>Television</subject><subject>Visual attention</subject><issn>0047-228X</issn><issn>1537-4416</issn><issn>1537-4424</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkUFrGzEQhUVpaJykv6AQlh5620YjjbTeSyBxkiYQSCCG9ia00iyW2V250jrF_z42zqGU0JwGHt97w8xj7Avw7yB4dfYESlaIApfOrcSUS-Af2GQnljv1I5twjlUpxPTXITvKeck5h0rpT-wQOKLW02rCLmexXyVa0JBDHIrYFnPq6Dlk8sXTGFOgXDSb4jFRdosYu2K2CJ1PNBQ_w7goLq5ur07YQWu7TJ9f5zGb31zPZ7fl_cOPu9nFfekQcCylImeh8QJtTdxb79GrBoR2VDUADqhFqWuUtqpdK2rtUbnGtVZK0NbJY_ZtH7tK8fea8mj6kB11nR0orrPRda1BIrwLqmrKFaLagl__AZdxnYbtDQZqFELVYgfJPeRSzDlRa1Yp9DZtDHCz68G80cPWdfoavW568n959o_fAud7IAxtTL39E1PnzWg3XUxtsoML2cj_bXgB46eXrA</recordid><startdate>19990901</startdate><enddate>19990901</enddate><creator>Sanchez, Rebecca Polley</creator><creator>Pugzles Lorch, Elizabeth</creator><creator>Milich, Richard</creator><creator>Welsh, Richard</creator><general>Lawrence Erlbaum Associates, Inc</general><general>Routledge, Taylor & Francis Group</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope></search><sort><creationdate>19990901</creationdate><title>Comprehension of Televised Stories by Preschool Children With ADHD</title><author>Sanchez, Rebecca Polley ; Pugzles Lorch, Elizabeth ; Milich, Richard ; Welsh, Richard</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c414t-35eca1bd24a9e0dadd4d5b126ce7b11c1ef436943a79cf296d45cbcfa3316ac3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Attention</topic><topic>Attention Deficit Disorder with Hyperactivity - psychology</topic><topic>Attention deficit hyperactivity disorder</topic><topic>Child</topic><topic>Child psychology</topic><topic>Cognition</topic><topic>Cognition & reasoning</topic><topic>Comprehension</topic><topic>Female</topic><topic>Humans</topic><topic>Hyperactivity</topic><topic>Male</topic><topic>Play and Playthings</topic><topic>Preschool children</topic><topic>Television</topic><topic>Visual attention</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sanchez, Rebecca Polley</creatorcontrib><creatorcontrib>Pugzles Lorch, Elizabeth</creatorcontrib><creatorcontrib>Milich, Richard</creatorcontrib><creatorcontrib>Welsh, Richard</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of clinical child and adolescent psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sanchez, Rebecca Polley</au><au>Pugzles Lorch, Elizabeth</au><au>Milich, Richard</au><au>Welsh, Richard</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Comprehension of Televised Stories by Preschool Children With ADHD</atitle><jtitle>Journal of clinical child and adolescent psychology</jtitle><addtitle>J Clin Child Psychol</addtitle><date>1999-09-01</date><risdate>1999</risdate><volume>28</volume><issue>3</issue><spage>376</spage><epage>385</epage><pages>376-385</pages><issn>0047-228X</issn><issn>1537-4416</issn><eissn>1537-4424</eissn><coden>JCCPD3</coden><abstract>Investigated visual attention to and story comprehension of televised stories in 4- to 6-year-old children with attention deficit hyperactivity disorder (ADHD) and comparison children. 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| identifier | ISSN: 0047-228X |
| ispartof | Journal of clinical child and adolescent psychology, 1999-09, Vol.28 (3), p.376-385 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Taylor & Francis; MEDLINE |
| subjects | Attention Attention Deficit Disorder with Hyperactivity - psychology Attention deficit hyperactivity disorder Child Child psychology Cognition Cognition & reasoning Comprehension Female Humans Hyperactivity Male Play and Playthings Preschool children Television Visual attention |
| title | Comprehension of Televised Stories by Preschool Children With ADHD |
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