Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?

Name: Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
Author: Acar, İbrahim Hakkı, Frohn, S., Prokasky, A., Molfese, V. J., Bates, J. E.

İsim	Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
Yazar	Acar, İbrahim Hakkı, Frohn, S., Prokasky, A., Molfese, V. J., Bates, J. E.
Basım Tarihi:	2019-01
Basım Yeri	- Wiley
Konu	Performance-based focused attention, Ratings of focused attention, Structured tasks, Temperament, Toddlers
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1522-7219
Kayıt Numarası	a74c5c90-1ada-4132-b47d-458f9dbb2177
Lokasyon	Psychology
Tarih	2019-01
Notlar	United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Örnek Metin	The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, and observers) and performance-based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the Children's Behaviour Questionnaire and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale. Toddlers' behaviours on three structured tasks (Token Sort, Toy Play, and Lock Box) were used to assess their performance-based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.
DOI	10.1002/icd.2116
Cilt	28

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Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?

Yazar Acar, İbrahim Hakkı, Frohn, S., Prokasky, A., Molfese, V. J., Bates, J. E.

Basım Tarihi 2019-01

Basım Yeri - Wiley

Konu Performance-based focused attention, Ratings of focused attention, Structured tasks, Temperament, Toddlers

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1522-7219

Kayıt Numarası a74c5c90-1ada-4132-b47d-458f9dbb2177

Lokasyon Psychology

Tarih 2019-01

Notlar United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)

Örnek Metin The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, and observers) and performance-based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the Children's Behaviour Questionnaire and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale. Toddlers' behaviours on three structured tasks (Token Sort, Toy Play, and Lock Box) were used to assess their performance-based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.

DOI 10.1002/icd.2116

Cilt 28