Due to numerous definitions for attention and inhibition, it is very difficult to
operationalize and measure these constructs (Barkley, 1996). The primary purpose of
this study was to determine whether there is evidence for independence between attention
and inhibition constructs using measures from the TEA-ch, Gordon CPT, Stroop Task,
WISC- Digit Span and Go-No-Go Tasks and tasks of inhibition. Each of 140 students
were evaluated on all measures and scores were correlated. In addition, Teacher Ratings
and scores from the OLSAT were also correlated with attention and inhibition scores.
Gender differences between all scores were also examined.
Overall, measures did not correlate as expected. Results showed that there were
significant but weak correlations among the sustained and selective attention variables.
Similarly, when all inhibition variables were correlated only four significant but weak
correlations were found. The lack of convergent validity and low correlations among
these measures suggest that attention and inhibition constructs may be multi-dimensional.
Intercorrelations between attention and inhibition variables were also weak.
Relationships between OLSAT scores, Teachers Ratings and attention and
inhibition variables showed that as scores that reflect reasoning skills and Teacher
Ratings increased, the ability to attend and inhibit also increased. Gender differences in
attention and inhibition scores were also examined and showed that girls were better at
paying attention to stimuli and inhibiting impulsive responses than boys.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OSUL.10219/2173 |
| Date | 19 March 2014 |
| Creators | Pasquali, Bernadette |
| Publisher | Laurentian University of Sudbury |
| 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 | Thesis |
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