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{
    "pk": 28753,
    "title": "Does Children’s Shape Knowledge Contribute to Age-Related Improvements in\nSelective Sustained Attention Measured in a TrackIt Task?",
    "subtitle": null,
    "abstract": "The ability to maintain attentive state over a period of time\n(i.e., Selective Sustained Attention) is important for higher-\norder cognition but challenging to assess in preschool-age\nchildren. The TrackIt task was developed to address this\nchallenge and has been argued to be sensitive to age-related\ndifferences in selective sustained attention in 3- to 5-year-old\nchildren. However, it remains unclear whether this\nimprovement with age also (or predominantly) reflects\nimprovement in children’s knowledge of different shapes\nused as stimuli in this task in prior studies. The current study\naddressed this possibility. Consistent with prior studies, we\nfound clear age-related improvement in performance on\nTrackIt. However, we did not find evidence that shape\nknowledge played a role in TrackIt performance for children\naged 2 to 5, suggesting that increased knowledge of geometric\nshapes is not sufficient to explain age-related improvement in\nperformance and helping to validate TrackIt as an assessment\nof Selective Sustained Attention.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "selective sustained attention; TrackIt"
        }
    ],
    "section": "Papers with Poster Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/9ww2b4h3",
    "frozenauthors": [
        {
            "first_name": "Emily",
            "middle_name": "",
            "last_name": "Keebler",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        },
        {
            "first_name": "Jaeah",
            "middle_name": "",
            "last_name": "Kim",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        },
        {
            "first_name": "Erik",
            "middle_name": "D.",
            "last_name": "Thiessen",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        },
        {
            "first_name": "Anna",
            "middle_name": "V.",
            "last_name": "Fisher",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28753/galley/18624/download/"
        }
    ]
}