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Journal article

Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways.

Abstract:

Attentional difficulties, both at home and in the classroom, are reported across a number of neurodevelopmental disorders. However, exactly how attention influences early socio-cognitive learning remains unclear. We addressed this question both concurrently and longitudinally in a cross-syndrome design, with respect to the communicative domain of vocabulary and to the cognitive domain of early literacy, and then extended the analysis to social behavior. Participants were young children (aged ...

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Publication status:
Published

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Publisher copy:
10.3389/fpsyg.2012.00227

Authors


Cornish, K More by this author
Monteiro, CR More by this author
Karmiloff-Smith, A More by this author
More by this author
Institution:
University of Oxford
Department:
Oxford, MSD, Experimental Psychology
Journal:
Frontiers in psychology
Volume:
3
Issue:
JUL
Pages:
227
Publication date:
2012
DOI:
EISSN:
1664-1078
ISSN:
1664-1078
URN:
uuid:2c414a1e-8939-4d67-9170-cb7efe940749
Source identifiers:
354614
Local pid:
pubs:354614

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