Sustained attention and social competence in typically developing preschool‐aged children

Abstract

The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior problems besides attention deficits, the question remains whether attention per se affects social competence. Forty preschool children participated. Children completed a vigilance task and were observed in free play. Results indicate that attention was associated with greater social competence. Specifically, correct detections predicted social and reciprocal play. Children with higher perceptual sensitivity were more gregarious. Those with greater perceptual sensitivity but less conservatism demonstrated more complex play. Finally, rates of false alarms predicted aggression.

Keywords:

• Sustained attention
• Social competence
• Preschool

Acknowledgements

This research was funded in part by Otterbein College research funds. The authors wish to thank Charity Monroe and the teachers, staff and students at the participating preschools.