This study examined three areas related to attention in primary school-aged children to answer the following questions: Are there a distinct neuropsychological differences for young children referred by teachers as lacking in attention compared to those not lacking in attention? Are there advantages to using neuropsychological measures of attention over behaviour rating scales and observations in preschool or early grade school population? Can these same neuropsychological tools evaluate the effectiveness of music with children that have attention problems? / There were 24 participants in this study, 12 children rated as having attention problems by their teacher and 12 children in the control group. Participants age ranged from 5 years 0 months to 6 years 11 months. All the children were of average intelligence, and were attending an English school or preschool within the greater Montreal Area. Participants served as their own controls for the music conditions. Participants were nested within group and order for the four treatment conditions. / Findings indicated that attention difficulties not only affect behaviour, attention, and inhibition, but also influence cognitive processes in language, memory, and visual perceptual abilities especially visual motor precision. Neuropsychological tests were useful in the assessment of children's attention difficulties and could be used to differentiate attention problems that are strictly behavioural from those that are more likely the result of neuropsychological deficits. For children with attention problems environment and music had limited effects on neuropsychological variables. Rock and roll increased children's ability to sustain visual attention if they were classified as having an attention problem. It did not have this effect for children without attention problems. Gross motor inhibition is also affected by rock and roll, but only for boys who have attention problems. Higher level interactions with gender were found in overall neuropsychological functioning and with respect to music. School based interventions must be based not only on behaviour but also on cognitive deficits; early intervention is important to this process.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.85108 |
| Date | January 2004 |
| Creators | Zanni, Caroline A. A. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational and Counselling Psychology..) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 002174209, proquestno: AAINR06355, Theses scanned by UMI/ProQuest. |
Page generated in 0.0018 seconds