- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
Abstract and Keywords
This chapter focuses on the attentional abilities of the persons with specific etiologies. It begins with an extensive review of the literature on attention in persons with the most common organic forms of intellectual disability. It then summarizes the results of a survey of studies on attention in Down syndrome, fragile X, and Williams syndrome, and discusses the implications of these findings for future research in the area. The chapter proposes to apply a framework for understanding developmental change and stability in selective attention, a framework that initially emerged in the course of understanding the role of attention in automobile driving and was later applied to the development of attention over the typical human lifespan.
Grace Iarocci, Ph.D., is Associate Professor of Developmental and Clinical Psychology in the Department of Psychology at Simon Fraser University, a Michael Smith Foundation for Health Research Scholar, and Director of the Autism and Developmental Disorders Lab at SFU.
Mafalda Porporino, McGill University
James T. Enns, Department of Psychology, University of British Columbia.
Jacob A. (Jake) Burack, Ph.D., is Professor of School/Applied Child Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University, Director of the McGill Youth Study Team (MYST), and a researcher at Hôpital Rivière-des-Prairies.
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