Differences in sustained attention but not distraction in preschoolers from lower socioeconomic status backgrounds.

Abstract

In children, the ability to listen to relevant auditory information and suppress distracting information is a foundational skill for learning and educational achievement. Distractibility is supported by multiple cognitive components (voluntary attention orienting, sustained attention, distraction, phasic arousal, as well as impulsivity and motor control) that may mature at different ages. Here we used the Competitive Attention Test (CAT) to measure these components in 71 4- and 5-year-old children. The goal of this study was to characterize the changes in efficiency of attention during the preschool period, and to explore differences in distractibility in preschool children that could be related to the socioeconomic status (SES) background of the childs family. We found that sustained attention improves from age 4 to 5, while voluntary attention orienting is still immature during the preschool period. In addition, independent of age, task-irrelevant sounds induced distraction, phasic arousal, and impulsivity. Children from lower SES backgrounds showed reduced sustained attention abilities and increased impulsivity. However, 3-year-old children and a minority of 4- and 5-year-olds did not manage to perform the task according to the instructions; the CAT thus seems suitable to assess distractibility only in preschoolers with sufficiently developed sustained attention skills to efficiently complete the task. Taken together, the present findings suggest that distractibility is still developing during the preschool period and is likely to vary depending on the SES background of a childs family.