Attention and language in preschoolers

Abstract

This study examined the relationship between early-developing attention and a variety of language skills (i.e., general and pragmatic language). A sample of 39 three- and four-year olds was tested on measures of attention (CAPTAP, Visual Search), genearl language skills (TELD-2), and pragmatic language skills (Story Cohesion and Referential Communication). Parent ratings of their children's attention (CCTI) and pragmatic language skills (PAT) were also collected. Stronger general language skills (as assessed by the TELD-2) were found to be associated with better attentional functions (indexed by children's CAPTAP d-prime scores). In contrast, there was no support for a relationship between attention and pragmatic language skills. It is argued that matching the characteristics of attention and language measures may help to clarify the essential relationships between the various types of attention and language skills.