Tytuł artykułuPatterns of inattention in children: Findings from the inattention checklist for teachers
Tytuł czasopismaPolish Psychological Bulletin
Wydział PANNauki Humanistyczne i Społeczne
WydawcaCommittee for Psychological Science PAS
ReferencjeAmerican Psychiatric Association. (1994). Diagnostic and statistical manual of mental Disorder (4th ed.) Washington, DC: Author. ; Baddeley A. (2002), Is working memory still working?, European Psychologist, 7, 85. ; Baddeley A. (1999), Models of working memory. Mechanisms of active maintenance and executive control, 28. ; Barkley R. (1997), Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD, Psychological Bulletin, 121, 65. ; Barkley R. (1990), Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria, Journal of Consulting and Clinical Psychology, 58, 775. ; Barkley R. (1991), Attention Deficit Disorder with and without hyperactivity: Clinical response to three dose levels of methylphenidate, Pediatrics, 87, 519. ; Bauermeister J. (2005), Comparison of DSM-IV combined and inattentive types of ADHD in a school-based sample of Latino/Hispanic children, Journal of Child Psychology and Psychiatry, 46, 166. ; Calkins S. (2002), Self-regulatory process in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression, Development and Psychopathology, 14, 477. ; Carroll J. (2005), Literacy difficulties and psychiatric disorder: evidence for comorbidity, Journal of Child Psychology and Psychiatry, 46, 524. ; Courteney S. (2004), Attention and cognitive control as emergent properties of information representation in working memory, Cognitive, Affective & Behavioral Neuroscience, 2004, 4, 501. ; Derryberry D. (1984), Emotions, cognition and behavior, 132. ; Derryberry D. (1988), Arousal, affect and attention as components of temperament, Journal of Personality and Social Psychology, 55, 958. ; Derryberry D. (1994), Temperament and the self organization of personality, Development and Psychopathology, 6, 653. ; Derryberry D. (1996), Regulatory processes and the development of cognitive representations, Development and Psychopathology, 8, 215. ; Derryberry D. (2002), Anxiety related attentional biases and their regulation by attentional control, Journal of Abnormal Psychology, 111, 225. ; Diamond A. (2005), Attention-deficit disorder (attentiom-deficit/hyperactivity disorder without hiperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity), Development and Psychopathology, 17, 807. ; Fraley Ch. (2005), Incremental model-based clustering for large datasets with small clusters, Journal of Computational & Graphical Statistics, 14, 529. ; Gadow K. (2004), Comparison of ADHD symptom subtypes as source-specific syndromes, Journal of Child Psychology and Psychiatry, 45, 1135. ; Gathercole S. (2006), Practitioner review: Short term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial support, Journal of Psychology and Psychiatry, 47, 4. ; Geary D. (2004), Mathematics and learning disabilities, Journal of Learning Disabilities, 37, 4. ; Hart E. (1999), Diagnostic assessment in child and adolescent psychopathology, 65. ; Hazell P. (1999), Effortful and automatic information processing in boys with ADHD and Specific Learning Disorders, Journal of Child Psychology and Psychiatry, 40, 275. ; LeDoux J. (2000), Mózg emocjonalny [Emotional brain]. ; Maruszewski T. (2002), Psychologia poznania [Psychology of cognition]. ; Mateer C. (1996), Management of attention and memory disorders following traumatic brain injury, Journal of Learning Disabilities 1996, 29, 618. ; McBurnett K. (2001), Symptom properties as a function of ADHD type: An argument for continued study of sluggish cognitive tempo, Journal of Abnormal Child Psychology, 29, 207. ; Milich R. (2001), ADHD Combined Type and ADHD Predominantly Inattentive Type are distinct und unrelated disorders, Clinical Psychology: Science and Practice, 8, 463. ; Nęcka E. (2000), Psychologia. Podręcznik Akademicki [Handbook of psychology], v.2, 77. ; Pashler H. (1998), The psychology of attention. ; Pennington B. (1996), Executive functions and developmental psychopathology, Journal of Child Psychology and Psychiatry, 1996, 37, 1. ; Posner M. (1999), Modele umysłu [Models of mind], 197. ; Posner M. (1998), The attentive brain, 401. ; Posner M. (2000), Developing mechanisms of self-regulation, Development and Psychopathology, 12, 427. ; Rothbart M. (1994), Orienting in normal and pathological development, Development and Psychopathology, 6, 635. ; Swanson H. (1999), Short-term memory and working memory: Do both contribute to our understanding of academic achievement in children and adults with learning disabilities?, Journal of Learning Disabilities, 27, 34. ; Święcicka M. (2005), Uwaga, samokontrola, emocje. Psychologiczna analiza zachowań dzieci z zaburzeniami uwagi [Attention, self-control, emotion. Psychological analyses of behaviors of children with attention disorders]. ; Taylor E. (1995), Developmental psychopathology, v.2, 243. ; Thompson R. (1994), The development of emotion regulation: biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59(2-3, Serial No.240), 25. ; Willcutt E. (2000), Psychiatric comorbidity in children and adolescents with reading disability, Journal of Child Psychology and Psychiatry, 41, 1039. ; Wilson B. (2003), The role of attentional process in children's prosocial behavior with peers: Attention shifting and emotion, Development and Psychopathology, 15, 313. ; Yu J. (2005), General C-means clustering model, IEEE Trans. Pattern analysis and Machine Intelligence, 27, 1197. ; Eisenberg N. (2003), The relation of effortful control and ego control to children's resiliency and social functioning, Developmental Psychology, 39, 761. ; Eisenberg N. (2004), The relation of effortful control and impulsivity to children's resiliency and adjustment, Child Development, 75, 25.