Sluggish Cognitive Tempo and Speed of Performance

Whitney L.M. Wood, Heather E. Potts, Lawrence J Lewandowski, Benjamin J. Lovett

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Objective: This study examined whether college students who reported higher levels of sluggish cognitive tempo (SCT) symptoms were actually more “sluggish” in their performance while completing speeded cognitive and academic measures. Method: College students (N = 253) completed self-reports of SCT and their reading and test-taking abilities as well as tests of processing speed, reading fluency, and reading comprehension. Results: Across all variables, SCT symptoms were most significantly associated with self-reported difficulty on timed reading tasks. However, students with high SCT scores were not significantly slower than controls on any of the timed tasks. Conclusion: In college students, self-reports of high SCT levels do not suggest actual slow performance on cognitive and academic tasks.

Original languageEnglish (US)
Pages (from-to)684-690
Number of pages7
JournalJournal of Attention Disorders
Volume21
Issue number8
DOIs
StatePublished - 2017

Fingerprint

Reading
Students
Neurobehavioral Manifestations
Self Report
Aptitude

Keywords

  • processing speed
  • reading
  • sluggish cognitive tempo

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

Sluggish Cognitive Tempo and Speed of Performance. / Wood, Whitney L.M.; Potts, Heather E.; Lewandowski, Lawrence J; Lovett, Benjamin J.

In: Journal of Attention Disorders, Vol. 21, No. 8, 2017, p. 684-690.

Research output: Contribution to journalArticle

Wood, Whitney L.M. ; Potts, Heather E. ; Lewandowski, Lawrence J ; Lovett, Benjamin J. / Sluggish Cognitive Tempo and Speed of Performance. In: Journal of Attention Disorders. 2017 ; Vol. 21, No. 8. pp. 684-690.
@article{907c30c7b8c345c9a9c38a69acc0b585,
title = "Sluggish Cognitive Tempo and Speed of Performance",
abstract = "Objective: This study examined whether college students who reported higher levels of sluggish cognitive tempo (SCT) symptoms were actually more “sluggish” in their performance while completing speeded cognitive and academic measures. Method: College students (N = 253) completed self-reports of SCT and their reading and test-taking abilities as well as tests of processing speed, reading fluency, and reading comprehension. Results: Across all variables, SCT symptoms were most significantly associated with self-reported difficulty on timed reading tasks. However, students with high SCT scores were not significantly slower than controls on any of the timed tasks. Conclusion: In college students, self-reports of high SCT levels do not suggest actual slow performance on cognitive and academic tasks.",
keywords = "processing speed, reading, sluggish cognitive tempo",
author = "Wood, {Whitney L.M.} and Potts, {Heather E.} and Lewandowski, {Lawrence J} and Lovett, {Benjamin J.}",
year = "2017",
doi = "10.1177/1087054716666322",
language = "English (US)",
volume = "21",
pages = "684--690",
journal = "Journal of Attention Disorders",
issn = "1087-0547",
publisher = "SAGE Publications Inc.",
number = "8",

}

TY - JOUR

T1 - Sluggish Cognitive Tempo and Speed of Performance

AU - Wood, Whitney L.M.

AU - Potts, Heather E.

AU - Lewandowski, Lawrence J

AU - Lovett, Benjamin J.

PY - 2017

Y1 - 2017

N2 - Objective: This study examined whether college students who reported higher levels of sluggish cognitive tempo (SCT) symptoms were actually more “sluggish” in their performance while completing speeded cognitive and academic measures. Method: College students (N = 253) completed self-reports of SCT and their reading and test-taking abilities as well as tests of processing speed, reading fluency, and reading comprehension. Results: Across all variables, SCT symptoms were most significantly associated with self-reported difficulty on timed reading tasks. However, students with high SCT scores were not significantly slower than controls on any of the timed tasks. Conclusion: In college students, self-reports of high SCT levels do not suggest actual slow performance on cognitive and academic tasks.

AB - Objective: This study examined whether college students who reported higher levels of sluggish cognitive tempo (SCT) symptoms were actually more “sluggish” in their performance while completing speeded cognitive and academic measures. Method: College students (N = 253) completed self-reports of SCT and their reading and test-taking abilities as well as tests of processing speed, reading fluency, and reading comprehension. Results: Across all variables, SCT symptoms were most significantly associated with self-reported difficulty on timed reading tasks. However, students with high SCT scores were not significantly slower than controls on any of the timed tasks. Conclusion: In college students, self-reports of high SCT levels do not suggest actual slow performance on cognitive and academic tasks.

KW - processing speed

KW - reading

KW - sluggish cognitive tempo

UR - http://www.scopus.com/inward/record.url?scp=85019118000&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85019118000&partnerID=8YFLogxK

U2 - 10.1177/1087054716666322

DO - 10.1177/1087054716666322

M3 - Article

C2 - 27655143

AN - SCOPUS:85019118000

VL - 21

SP - 684

EP - 690

JO - Journal of Attention Disorders

JF - Journal of Attention Disorders

SN - 1087-0547

IS - 8

ER -