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Attentional inertia is linked to cognitive engagement. The reasons presented as to why this is true include that long looks cross content boundaries more than short looks do. In this case, the child watching television would be able to connect events that happened over a distance of time. Longer looks at the television may also be indicative that the person is processing story content deeper than if there were only short looks being made.
The overall conclusion of this research study is that children with ADHD are no less capable of comprehending information from stories presented in television shows than non-ADHD children. However, if there are distractions present, ADHD children will not pay as much attention to the television, and therefore will not have as complete of an understanding of the story presented as non-ADHD children which did not become distracted by the toys. This is an important finding because it shows that ADHD children are no less able to comprehend material in, for example, a school setting than other children. Educational problems are caused by there being more entertaining distractions available than the lessons being taught in class. Understanding this as the cause of failing grades can lead teachers to being able to modify lessons and teaching processes to suit the learning styles of ADHD children in their class. Many teachers mistakenly assume that ADHD children need "easier" or "dumbed down" material than other children, or that they...
However, this is not true, and the same material can be understood by ADHD children as long as it is presented in a way that holds their attention.
The most notable critique of this article is one that is not unique to this study, but present in most literature relating to ADHD children. The assumption has been made that it is somehow inferior or a sign of a problem that children will get "distracted" and chose to play with toys or do other active things rather than watch television like a couch potato. I certainly would not pay attention to television if I had remote control cars and video games to play with instead! The other concern about this study is that the children involved who are normally on ADHD medication were only not on their medication for the day of the study. The effect that any stimuli will have on someone who is off of medication for a short period of time is unrelated to the way in which they will behave on medication, or the way they will behave when off of medication completely. The withdrawal from the medication may skew results.
Works Cited
Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement, by: Elizabeth Pugzles Lorch, David Eastham, Richard Milich, Clarese C. Lemberger, Rebecca Polley Sanchez, Richard Welsh, Paul van den Broek, Journal of Abnormal Psychology, 0021-843X, February 1, 2004, Vol. 113…
Works Cited
Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement, by: Elizabeth Pugzles Lorch, David Eastham, Richard Milich, Clarese C. Lemberger, Rebecca Polley Sanchez, Richard Welsh, Paul van den Broek, Journal of Abnormal Psychology, 0021-843X, February 1, 2004, Vol. 113 Issue
Four pieces of evidence combine to support the hypothesis that ADHD children have more difficulty in understanding causal relations of the television show when toys are present due to less sustained cognitive engagement. The evidence all points to longer looks at the television, which occurred more frequently in non-ADHD children when toys were present, lead to a greater understanding of causal relations, which attentional inertia theories link to cognitive
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