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Journal articles on the topic 'Problems with attention'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

SOHLBERG, McKAY MOORE, and CATHERINE A. MATEER. "Improving Attention and Managing Attentional Problems." Annals of the New York Academy of Sciences 931, no. 1 (January 25, 2006): 359–75. http://dx.doi.org/10.1111/j.1749-6632.2001.tb05790.x.

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2

Zago, David, Nick Rosoman, David Shum, Michael O'Callaghan, and Anthony Lesley. "Attentional Problems and Subtypes of Attention Deficit Hyperactivity Disorder." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 17–33. http://dx.doi.org/10.1375/aedp.25.2.17.

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AbstractThis study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD-Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

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3

Millichap, J. Gordon. "Attention Problems in Epilepsy." Pediatric Neurology Briefs 8, no. 12 (December 1, 1994): 93. http://dx.doi.org/10.15844/pedneurbriefs-8-12-7.

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4

Kishore, Dr Jugal. "Occupational Health problems in Informal Sector in India need immediate attention." Epidemiology International 2, no. 2 (August 15, 2017): 1–3. http://dx.doi.org/10.24321/2455.7048.201705.

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5

Rabiner, David L., Madeline M. Carrig, and Kenneth A. Dodge. "Attention Problems and Academic Achievement." Journal of Attention Disorders 20, no. 11 (July 28, 2016): 946–57. http://dx.doi.org/10.1177/1087054713507974.

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6

Breeman, Linda D., Julia Jaekel, Nicole Baumann, Peter Bartmann, Josef G. Bäuml, Mihai Avram, Christian Sorg, and Dieter Wolke. "Infant regulatory problems, parenting quality and childhood attention problems." Early Human Development 124 (September 2018): 11–16. http://dx.doi.org/10.1016/j.earlhumdev.2018.07.009.

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7

Friedman, Allison H., Sarah E. Watamura, and Steven S. Robertson. "Movement–attention coupling in infancy and attention problems in childhood." Developmental Medicine and Child Neurology 47, no. 10 (September 12, 2005): 660. http://dx.doi.org/10.1017/s0012162205001350.

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8

Friedman, Allison H., Sarah E. Watamura, and Steven S. Robertson. "Movement-attention coupling in infancy and attention problems in childhood." Developmental Medicine & Child Neurology 47, no. 10 (February 13, 2007): 660–65. http://dx.doi.org/10.1111/j.1469-8749.2005.tb01050.x.

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9

Carey, W. B. "Problems in Diagnosing Attention and Activity." PEDIATRICS 103, no. 3 (March 1, 1999): 664–66. http://dx.doi.org/10.1542/peds.103.3.664.

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10

Bender, Eve. "College MH Problems Get Overdue Attention." Psychiatric News 41, no. 20 (October 20, 2006): 12. http://dx.doi.org/10.1176/pn.41.20.0012.

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11

Kaliky, Syafruddin, Patma Sopamena, Fahruh Juhaevah, Nurlaila Sehuwaky, and Kasliyanto. "STUDENT ATTENTION IN SOLVING FUNCTION PROBLEMS." Kalamatika: Jurnal Pendidikan Matematika 5, no. 1 (April 30, 2020): 35–50. http://dx.doi.org/10.22236/kalamatika.vol5no1.2020pp35-50.

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This study aims to describe the students' attention processes in solving functional problems. This research is a qualitative descriptive study, with subjects of 2 students taken from 8 students of secondary school. The results show that the students' attention process in solving functional problems was based on attentional characteristics, namely when students who answered correctly in solving questions and interview process, before and after reflection had complete cognitive attention structures. While students who answer incorrectly in solving problems have incomplete attention to cognitive structures, characterized by a lack of concentration in seeing the relationship between one mathematical object and another mathematical object. Attention characteristics in this study begin with recalling previous information and responding or giving feedback to problems by linking previous information with existing problems. Next analyze by breaking down information into smaller parts and easy to understand. The next step looks at the relationship between the decomposition process to get ways that can be used in the settlement process to obtain the final results that are part of decision making.

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12

Chang, Zheng, Paul Lichtenstein, Philip J. Asherson, and Henrik Larsson. "Developmental Twin Study of Attention Problems." JAMA Psychiatry 70, no. 3 (March 1, 2013): 311. http://dx.doi.org/10.1001/jamapsychiatry.2013.287.

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13

ARMSTRONG, CAROL L., KAIRA M. HAYES, and ROBERT MARTIN. "Neurocognitive Problems in Attention Deficit Disorder." Annals of the New York Academy of Sciences 931, no. 1 (January 25, 2006): 196–215. http://dx.doi.org/10.1111/j.1749-6632.2001.tb05780.x.

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14

Morales, Santiago, Natalie V. Miller, Sonya V. Troller-Renfree, Lauren K. White, Kathryn A. Degnan, Heather A. Henderson, and Nathan A. Fox. "Attention bias to reward predicts behavioral problems and moderates early risk to externalizing and attention problems." Development and Psychopathology 32, no. 2 (March 6, 2019): 397–409. http://dx.doi.org/10.1017/s0954579419000166.

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AbstractThe current study had three goals. First, we replicated recent evidence that suggests a concurrent relation between attention bias to reward and externalizing and attention problems at age 7. Second, we extended these findings by examining the relations between attention and behavioral measures of early exuberance (3 years), early effortful control (4 years), and concurrent effortful control (7 years), as well as later behavioral problems (9 years). Third, we evaluated the role of attention to reward in the longitudinal pathways between early exuberance and early effortful control to predict externalizing and attention problems. Results revealed that attention bias to reward was associated concurrently and longitudinally with behavioral problems. Moreover, greater reward bias was concurrently associated with lower levels of parent-reported effortful control. Finally, attention bias to reward moderated the longitudinal relations between early risk factors for behavioral problems (gender, exuberance, and effortful control) and later externalizing and attention problems, such that these early risk factors were most predictive of behavioral problems for males with a large attention bias to reward. These findings suggest that attention bias to reward may act as a moderator of early risk, aiding the identification of children at the highest risk for later behavioral problems.

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15

Liu, Qing. "Problems Needing Attention in Piano Playing Teaching." Lifelong Education 9, no. 5 (August 2, 2020): 93. http://dx.doi.org/10.18282/le.v9i5.1215.

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The piano originated in Italy in the 18th century. As an important instrument in Western classical music, it has always been known as the king of musical instruments. This article starts with the obstacles faced by piano playing classrooms in colleges and universities, looking for specific ways to solve the problems encountered in teaching activities, hoping to effectively improve students' learning initiative and playing skills, while promoting the vigorous development of piano education in my country.

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16

Millichap, J. Gordon. "Long-Term Attention Problems After Brain Trauma." Pediatric Neurology Briefs 19, no. 7 (July 1, 2005): 53. http://dx.doi.org/10.15844/pedneurbriefs-19-7-6.

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17

&NA;. "Methylphenidate for attention problems after childhood cancer." Inpharma Weekly &NA;, no. 1287 (May 2001): 19. http://dx.doi.org/10.2165/00128413-200112870-00050.

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18

Shapiro, Jay H. "Raising Eyebrows: Problems That Get Anesthesiologists' Attention." Seminars in Pediatric Surgery 8, no. 1 (February 1999): 45–48. http://dx.doi.org/10.1016/s1055-8586(99)70009-0.

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19

Spurlock, Katherine, Brenda Diethelm-Okita, Ashley Schneider, Kelly King, Leigh Charvet, Sarah Lewis, Chester B. Whitley, and Julie Eisengart. "Evidence of attention problems in Morquio syndrome." Molecular Genetics and Metabolism 126, no. 2 (February 2019): S137. http://dx.doi.org/10.1016/j.ymgme.2018.12.353.

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20

Deuel, Ruthmary K. "Treatment of attention problems with stimulant medication." Journal of Pediatrics 113, no. 1 (July 1988): 68–71. http://dx.doi.org/10.1016/s0022-3476(88)80530-4.

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21

Dahle, Anne Elisabeth, and Ann-Mari Knivsberg. "Internalizing, externalizing and attention problems in dyslexia." Scandinavian Journal of Disability Research 16, no. 2 (May 7, 2013): 179–93. http://dx.doi.org/10.1080/15017419.2013.781953.

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22

Hasin, Deborah S. "Alcohol Problems Increase While Physician Attention Declines." Archives of Internal Medicine 150, no. 2 (February 1, 1990): 397. http://dx.doi.org/10.1001/archinte.1990.00390140105023.

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23

Wood, J. P. "Catheter fixation problems - attention to detail required." Anaesthesia 56, no. 2 (February 2001): 193. http://dx.doi.org/10.1046/j.1365-2044.2001.01870-19.x.

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24

Shaw, Geraldine A., and Geoffrey Brown. "Laterality and creativity concomitants of attention problems." Developmental Neuropsychology 6, no. 1 (January 1990): 39–56. http://dx.doi.org/10.1080/87565649009540448.

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25

Robbers, Sylvana C. C., Floor V. A. van Oort, Tinca J. C. Polderman, Meike Bartels, Dorret I. Boomsma, Frank C. Verhulst, Gitta H. Lubke, and Anja C. Huizink. "Trajectories of CBCL Attention Problems in childhood." European Child & Adolescent Psychiatry 20, no. 8 (June 29, 2011): 419–27. http://dx.doi.org/10.1007/s00787-011-0194-0.

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26

Riva, Valentina, Marco Battaglia, Maria Nobile, Francesca Cattaneo, Claudio Lazazzera, Sara Mascheretti, Roberto Giorda, et al. "GRIN2B predicts attention problems among disadvantaged children." European Child & Adolescent Psychiatry 24, no. 7 (October 16, 2014): 827–36. http://dx.doi.org/10.1007/s00787-014-0627-7.

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27

Desgranges, Kathleen, Louise Desgranges, and Kenneth Karsky. "Attention deficit disorder: Problems with preconceived diagnosis." Child & Adolescent Social Work Journal 12, no. 1 (February 1995): 3–17. http://dx.doi.org/10.1007/bf01876136.

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28

McGee, Rob, and Michael Feehan. "Are girls with problems of attention underrecognized?" Journal of Psychopathology and Behavioral Assessment 13, no. 3 (September 1991): 187–98. http://dx.doi.org/10.1007/bf00960783.

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29

Pallini, Susanna, Mara Morelli, Antonio Chirumbolo, Roberto Baiocco, Fiorenzo Laghi, and Nancy Eisenberg. "Attachment and attention problems: A meta-analysis." Clinical Psychology Review 74 (December 2019): 101772. http://dx.doi.org/10.1016/j.cpr.2019.101772.

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30

Khuzhanazarov, Absalom, and Shukhrat Allamuratov. "LOOK AT MEDICINE ATTENTION: PROBLEMS AND SOLUTIONS." JOURNAL OF LOOK TO THE PAST 24, no. 2 (December 15, 2019): 69–75. http://dx.doi.org/10.26739/2181-9599-2019-24-10.

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This article presents historical data and scientific conclusions regarding the history of medicine in our country. Analysis of current problems in the medical field as a result of the reforms implemented over the last three years.

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31

Martin, Anne, Rachel A. Razza, and Jeanne Brooks-Gunn. "Sustained attention at age 5 predicts attention-related problems at age 9." International Journal of Behavioral Development 36, no. 6 (July 3, 2012): 413–19. http://dx.doi.org/10.1177/0165025412450527.

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This study tested whether two aspects of sustained attention (focused attention and lack of impulsivity) measured at child age 5 predicted attention problems reported by mothers and teachers at age 9. Because lack of impulsivity reflects the executive control network, and ADHD is commonly characterized as a deficit in executive function, it was expected to have more predictive power than focused attention. Data were drawn from the Fragile Families and Child Wellbeing Study. Focused attention and lack of impulsivity, measured in a laboratory task at age 5, were equally predictive of attention problems at age 9, including the mother’s report of whether the child had been diagnosed with ADHD. However, age 9 teacher-reported hyperactivity was not predicted by focused attention, and only marginally predicted by lack of impulsivity. Results complement an earlier study by Razza, Martin, and Brooks-Gunn showing that both focused attention and lack of impulsivity at age 5 predicted children’s approaches to learning at age 9.

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32

Kim, Eui Jung, Ji Hoon Kim, Yoo Sook Jung, Sung Do David Hong, and Kyu Wol Yun. "Exposure to Lead and Attentional and Behavioral Problems in Attention Deficit Hyperactivity Disorder." Ewha Medical Journal 25, no. 1 (2002): 31. http://dx.doi.org/10.12771/emj.2002.25.1.31.

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33

Vollebregt, Madelon A., Johanna M. Zumer, Niels ter Huurne, Jan K. Buitelaar, and Ole Jensen. "Posterior alpha oscillations reflect attentional problems in boys with Attention Deficit Hyperactivity Disorder." Clinical Neurophysiology 127, no. 5 (May 2016): 2182–91. http://dx.doi.org/10.1016/j.clinph.2016.01.021.

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34

Forehand, Rex, Michelle Wierson, Cynthia Frame, Tracy Kempton, and Lisa Armistead. "Juvenile delinquency entry and persistence: Do attention problems contribute to conduct problems?" Journal of Behavior Therapy and Experimental Psychiatry 22, no. 4 (December 1991): 261–64. http://dx.doi.org/10.1016/0005-7916(91)90042-4.

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35

Sinzig, Judith, Nicole Bruning, Dagmar Morsch, and Gerd Lehmkuhl. "Attention profiles in autistic children with and without comorbid hyperactivity and attention problems." Acta Neuropsychiatrica 20, no. 4 (August 2008): 207–15. http://dx.doi.org/10.1111/j.1601-5215.2008.00292.x.

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Objective:Psychopathological, neuropsychological and genetic findings indicate an association between ASD Spectrum Disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). The goal of this study was to compare the neuropsychological profiles of attention functions in children with ADHD and with ASD and without comorbid ADHD. The hypothesis was that either ADHD and autistic children with comorbid ADHD symptoms were more impaired in inhibition and sustained attention performance and that all individuals with ASD show more deficits in divided attention.Method:Children aged 6 to 18 years old with ADHD (n = 30) or ASD with (n = 21) and without comorbid ADHD (n = 20) and 30 healthy children were included consecutively. Psychopathology was evaluated using the KIDDIE-SADS and symptom checklists for ADHD and ASD according to DSM-IV. Assessed neuropsychological functioning included inhibition, sustained as well as divided attention and alertness tasks.Results:Age and IQ-corrected z-scores were used. Statistically significant group effects were found for the variables sustained attention median (F = 3.2, = .02), hits (F = 3.3, p = .02) and false alarms (F = 3.9, p = .01), divided attention hits (F = 3.3, p = .02), errors (F = 3.1, p = .03) and false alarms (F = 3.3, p = .03) and alertness false alarms (F = 2.9, p = .04). Pearson Correlations revealed associations between ADHD symptoms and sustained attention in the ADHD group and between ADHD symptoms and inhibition in the ASD+ group.Conclusion:Our hypothesis was partly confirmed as ADHD children showed more deficits in sustained attention and ASD children in divided attention tasks. However there was no evidence that children with ASD and comorbid ADHD symptoms have a specific profile in comparison to pure ASD children.

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36

Bacalu, Alexandra. "Distraction: Problems of Attention in Eighteenth-Century Literature." Journal of Early Modern Studies 6, no. 2 (2017): 155–61. http://dx.doi.org/10.5840/jems20176222.

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37

Millichap, J. Gordon. "Ratings of Attention Problems in ADHD: A Continuum." Pediatric Neurology Briefs 23, no. 12 (December 1, 2009): 94. http://dx.doi.org/10.15844/pedneurbriefs-23-12-9.

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38

Senior, Kathryn. "US report draws attention to preventable vision problems." Lancet 359, no. 9312 (March 2002): 1129. http://dx.doi.org/10.1016/s0140-6736(02)08182-5.

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39

Galéra, Cédric, Jean-Baptiste Pingault, Eric Fombonne, Grégory Michel, Emmanuel Lagarde, Manuel-Pierre Bouvard, and Maria Melchior. "Attention Problems in Childhood and Adult Substance Use." Journal of Pediatrics 163, no. 6 (December 2013): 1677–83. http://dx.doi.org/10.1016/j.jpeds.2013.07.008.

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40

BRUNK, DOUG. "Sleep and Attention Problems Often Coexist in Adults." Internal Medicine News 38, no. 2 (January 2005): 20. http://dx.doi.org/10.1016/s1097-8690(05)70544-8.

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41

Robson, Ann L. "Infancy correlates of attention problems among LBW children." Infant Behavior and Development 19 (April 1996): 707. http://dx.doi.org/10.1016/s0163-6383(96)90761-4.

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42

BRUNK, DOUG. "Sleep Problems and Attention Difficulties in Adults Intertwined." Family Practice News 35, no. 2 (January 2005): 41. http://dx.doi.org/10.1016/s0300-7073(05)70564-8.

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43

Wu, Wayne. "Confronting Many-Many Problems: Attention and Agentive Control." Noûs 45, no. 1 (January 20, 2011): 50–76. http://dx.doi.org/10.1111/j.1468-0068.2010.00804.x.

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44

Wragg, Jeff. "Do attention deficit hyperactive disorders cause reading problems?" Journal of Psychologists and Counsellors in Schools 4 (November 1994): 101–6. http://dx.doi.org/10.1017/s1037291100001941.

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Children diagnosed as attention deficit hyperactive disordered (ADHD) do not comprise a unitary homogeneous group. Despite considerable research attempting to establish the validity of ADHD as a diagnostic entity, a number of researchers question whether the distinction between ADHD and other child disorders such as oppositional defiant disorder (ODD) or conduct disorder (CD) can be clearly established (Prior & Sanson, 1986; Werry, Reeves & Elkind, 1987). Short attention span, poor concentration and poor memory may also occur in both ADHD and reading-disabled (RD) children. Academic underachievement is also reported in a substantial proportion of ADHD children (Carlson, Lahey & Neeper, 1986). August and Garfinkel (1990), for example, found that 39% of children diagnosed ADHD were also found to have a co-existing reading disorder. A study by McGee and Shore (1988) estimated that 80% of children with ADHD had a co-occurring learning disability in reading, writing and spelling. This conclusion is also supported by other studies which have found a higher than normal incidence of academic problems existing with significant attention problems (Barkley, 1990; Barkley, Fisher, Edelbrock & Smallish, 1990).As the two disorders occur so frequently together it has consequently become very difficult to disentangle the degree to which ADHD and learning disorder contribute to each other or are in fact separate entities. The issue regarding comorbidity or causality remains perplexing - is the learning disability a secondary cause arising from inattention and hyperactivity, or is the child inattentive and hyperactive because they are frustrated at their inability to succeed academically (August & Garfinkel, 1990)?

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45

Berkhout, Joost. "The Politics of Attention: How Government Prioritizes Problems." Acta Politica 43, no. 4 (December 2008): 504–7. http://dx.doi.org/10.1057/ap.2008.26.

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46

RUGLE, LOREEN, and LAWRENCE MELAMED. "Neuropsychological Assessment of Attention Problems in Pathological Gamblers." Journal of Nervous and Mental Disease 181, no. 2 (February 1993): 107–12. http://dx.doi.org/10.1097/00005053-199302000-00006.

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47

de Jong, P. F. "Short-term trends in Dutch children's attention problems." European Child & Adolescent Psychiatry 6, no. 2 (June 1997): 73–80. http://dx.doi.org/10.1007/bf00566669.

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48

Clark, Elaine, Beverly K. Baker, Michael K. Gardner, Janiece L. Pompa, and Frances V. Tait. "Effectiveness of Stimulant Drug Treatment for Attention Problems." School Psychology International 11, no. 3 (August 1990): 227–34. http://dx.doi.org/10.1177/0143034390113010.

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49

Flory, Kate, Kerrie Glass, Heather Langley, and Benjamin Hankin. "Attention Problems and Peer Crowd Affiliation among Adolescents." Advances in School Mental Health Promotion 4, no. 1 (January 2011): 23–34. http://dx.doi.org/10.1080/1754730x.2011.9715620.

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50

Hamilton, John. "ROC on With ASEBA and the Attention Problems." Journal of the American Academy of Child & Adolescent Psychiatry 56, no. 5 (May 2017): 371–72. http://dx.doi.org/10.1016/j.jaac.2017.03.004.

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