Convergent validity of measures of attention and impulsivity from the trees simple visual discrimination test (divisa-uam)

Authors

  • José H. Lozano Universidad Camilo José Cela Departamento de Psicología Facultad de Ciencias de la Salud Universidad Camilo José Cela C/ Castillo de Alarcón, 49, Urb. Villafranca del Castillo, 28692 Madrid
  • Elena Capote Universidad Camilo José Cela
  • María P. Fernández Universidad Camilo José Cela
DOI: https://doi.org/10.6018/analesps.31.1.161371
Keywords: DiViSA-UAM, faces, d2, attention, impulsivity, convergent validity

Abstract

The Trees Simple Visual Discrimination Test (DiViSA-UAM) is an objective test for assessing attention and impulsivity in children aged 6 to 12 years. This paper is intended to supplement validity data collected in previous studies by analyzing the convergent evidence of validity of the DiViSA-UAM measures in relation to other already well-established instruments for assessing attention and inhibitory control in children: the Differences Perception Test “Faces” and the d2 Test of Attention. To that end, the instruments were administered to a sample comprised of 111 primary school students (46 girls and 65 boys), aged between 8 and 12 years. The correlation analysis yielded values consistent with expectations between the indicators of the three tests. As observed in previous studies, the three tests agreed to identify a progressive increase in attentional performance from 8 to 12 years, as well as stability in impulsivity control, and lack of sex-related differences. We discuss the potential advantages of DiViSA-UAM derived from its application format and its greater ease of execution.

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Published
24-12-2014
How to Cite
Lozano, J. H., Capote, E., & Fernández, M. P. (2014). Convergent validity of measures of attention and impulsivity from the trees simple visual discrimination test (divisa-uam). Anales de Psicología / Annals of Psychology, 31(1), 74–83. https://doi.org/10.6018/analesps.31.1.161371
Issue
Vol. 31 No. 1 (2015)
Section
Clinical and Health Psychology

 

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