TY - JOUR
T1 - Unique and overlapping contributions of sustained attention and working memory to parent and teacher ratings of inattentive behavior
AU - Slattery, Eadaoin J.
AU - Ryan, Patrick
AU - Fortune, Donal G.
AU - McAvinue, Laura P.
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Sustained attention and working memory are two closely intertwined executive functions that may underlie inattentive behavior. However, little research has teased apart their precise contributions in a single study. This study examines the extent to which ratings of children’s inattentive behavior are associated with these executive functions. Specifically, we investigated the unique and overlapping statistical contributions of sustained attention capacity and working memory capacity to parent and teacher ratings of inattentive behavior (operationalized as scores on both the Inattentive and Hyperactive/Impulsive scales of the Conners’ Rating Scale), while controlling for IQ. Children aged 8–11 years completed measures of sustained attention capacity, working memory capacity and IQ. Parents and teachers completed Conners-3 Parent and Teacher Short Forms, as a measure of inattentive behavior. We found that the unique statistical contribution of sustained attention capacity emerged as the most important factor in both parent and teacher ratings of inattentive behavior, with effects of moderate magnitude. In contrast, working memory capacity accounted for a small amount of variance. The overlap between sustained attention and working memory explained a small but substantive amount of variance in inattentive behavior. These findings support the idea that sustained attention and working memory are distinct executive functions that may contribute to goal-directed behavior both uniquely and through their interactions.
AB - Sustained attention and working memory are two closely intertwined executive functions that may underlie inattentive behavior. However, little research has teased apart their precise contributions in a single study. This study examines the extent to which ratings of children’s inattentive behavior are associated with these executive functions. Specifically, we investigated the unique and overlapping statistical contributions of sustained attention capacity and working memory capacity to parent and teacher ratings of inattentive behavior (operationalized as scores on both the Inattentive and Hyperactive/Impulsive scales of the Conners’ Rating Scale), while controlling for IQ. Children aged 8–11 years completed measures of sustained attention capacity, working memory capacity and IQ. Parents and teachers completed Conners-3 Parent and Teacher Short Forms, as a measure of inattentive behavior. We found that the unique statistical contribution of sustained attention capacity emerged as the most important factor in both parent and teacher ratings of inattentive behavior, with effects of moderate magnitude. In contrast, working memory capacity accounted for a small amount of variance. The overlap between sustained attention and working memory explained a small but substantive amount of variance in inattentive behavior. These findings support the idea that sustained attention and working memory are distinct executive functions that may contribute to goal-directed behavior both uniquely and through their interactions.
KW - executive function
KW - inattentive behavior
KW - ratings of behavior
KW - Sustained attention
KW - working memory
UR - http://www.scopus.com/inward/record.url?scp=85122725437&partnerID=8YFLogxK
U2 - 10.1080/09297049.2021.2022112
DO - 10.1080/09297049.2021.2022112
M3 - Article
C2 - 35000571
AN - SCOPUS:85122725437
SN - 0929-7049
VL - 28
SP - 791
EP - 813
JO - Child Neuropsychology
JF - Child Neuropsychology
IS - 6
ER -