Sluggish Cognitive Tempo and Speed of Performance

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

doi:10.1177/1087054716666322

Sluggish Cognitive Tempo and Speed of Performance

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

Department of Psychology

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

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 language	English (US)
Pages (from-to)	684-690
Number of pages	7
Journal	Journal of Attention Disorders
Volume	21
Issue number	8
DOIs	https://doi.org/10.1177/1087054716666322
State	Published - Jun 2017

Keywords

processing speed
reading
sluggish cognitive tempo

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology

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10.1177/1087054716666322

Cite this

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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.",

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AU - Potts, Heather E.

AU - Lewandowski, Lawrence J.

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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.

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Sluggish Cognitive Tempo and Speed of Performance

Abstract

Keywords

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