Developing a visual attention assessment for children at school entry

Prieler, T., Wood, C. ORCID: 0000-0003-1492-6501 and Thomson, J.M., 2018. Developing a visual attention assessment for children at school entry. Frontiers in Psychology, 9: 2496. ISSN 1664-1078

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Abstract

Whereas young children's visual attention has been explored in a number of previous studies, so far it has not been investigated by an assessment based on Bundesen's Theory of Visual Attention (TVA). TVA is a prominent visual attention model that has been widely used as foundation in studies targeting older children, adolescents or adults. In this paper we explore the utility of adopting TVA to explore the visual attention of 4- to 5- year olds and present the development of a simplified adapted version of a TVA-based assessment designed for this age group. Key assessment alterations included the substitution of letter stimuli with black and white symbols and the reduction of assessment duration. The suitability of the assessment for the target age group was subsequently tested in two consecutive studies (Study I: N = 43; Study II: N = 24). Study results show that measuring visual attention based on a simplified TVA-based assessment appears feasible in such a young age group, provided that the study design takes into account the capabilities of these young children. The authors argue that by adopting this kind of visual attention assessment the relationship between visual attention development and early learning could be better understood.

Item Type: Journal article
Publication Title: Frontiers in Psychology
Creators: Prieler, T., Wood, C. and Thomson, J.M.
Publisher: Frontiers
Date: 7 December 2018
Volume: 9
ISSN: 1664-1078
Identifiers:
NumberType
10.3389/fpsyg.2018.02496DOI
Rights: Copyright © 2018 Prieler, Wood and Thomson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Divisions: Schools > School of Social Sciences
Depositing User: Linda Sullivan
Date Added: 07 Dec 2018 10:50
Last Modified: 05 Feb 2020 15:43
URI: http://irep.ntu.ac.uk/id/eprint/35266

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