The role of selective attention on academic foundations: a cognitive neuroscience perspective

The Effects of Alcohol and Cannabis Co-Use on Neurocognitive Function, Brain Structure, and Brain Function

Purpose of review

Given increases in the rates of alcohol and cannabis co-use among adolescents and young adults, this review aims to summarize literature on the effects of alcohol and cannabis co-use on neurocognitive functioning, brain structure, and brain function.

Recent findings

The limited existing studies examining concurrent, recent, and lifetime alcohol and cannabis co-use suggest effects on the brain are likely multifaceted. The majority of studies report that co-use is associated with negative outcomes such as impaired cognitive function and significant alterations in key structural and functional regions of the brain, while others report null effects of co-use compared to non-substance using control and single-substance use groups.

Summary

Current studies lack a general consensus on methodology, definitions of concurrent and simultaneous use, and neuroimaging approaches, which makes it challenging to draw strong conclusions about the effects of co-use. More studies are needed to explore the effects of co-use in the context of simultaneous alcohol and cannabis use.

Media use, attention, mental health and academic performance among 8 to 12 year old children

The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use--total hours of media consumed, hours of video game play and number of media used concurrently--in 118 eight-to-twelve year-old children. At stake is the question of whether different technology uses have different effects, which could explain some of the past mixed findings. We collected data about children's media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests and questionnaires, mental health and sleep were all questionnaire-based. Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures. We observe that children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health. This work emphasizes the need to differentiate among technology uses if one is to understand how every day digital consumption impacts human behavior.

Non-verbal intelligence outperforms selective attention in a visual short-term memory test

Short-term memory is a dynamic psychological process that operates within a network in which non-verbal intelligence and attentional domains are connected. However, no consensus has been reached about which process has the greatest effect on this memory ability, which was the main objective of the present study. A sample of 1448 Brazilian participants (mean age = 26.62 years, standard deviation = 9.97 years; 53.9% females) were collectively tested on pen-and-paper standardized and validated measures of selective (ROTAS-C), alternating (ROTAS-A), and divided (ROTAS-D) attention. They also performed the R1 Non-verbal Intelligence Test and a visual short-term memory test (Memória Visual de Curto Prazo [MEMORE] test). The statistical analyses consisted of a data mining procedure, in which exhaustive automatic selection screening was performed. The results were compared with Corrected Akaike Information Criteria. The linear model met the classic assumptions of ordinary least squares and only included main effects of selective attention (standardized β = 0.39) and non-verbal intelligence (standardized β = 0.37) as main predictors (F2,39 = 7.01, p < 0.01, adjusted R2 = 24%). The results are discussed within a cognitive psychology framework.

Teaching the Science in Neuroscience to Protect From Neuromyths: From Courses to Fieldwork

In recent decades, Cognitive Neuroscience has evolved from a rather arcane field trying to understand how the brain supports mental activities, to one that contributes to public policies. In this article, we focus on the contributions from Cognitive Neuroscience to Education. This line of research has produced a great deal of information that can potentially help in the transformation of Education, promoting interventions that help in several domains including literacy and math learning, social skills and science. The growth of the Neurosciences has also created a public demand for knowledge and a market for neuro-products to fulfill these demands, through books, booklets, courses, apps and websites. These products are not always based on scientific findings and coupled to the complexities of the scientific theories and evidence, have led to the propagation of misconceptions and the perpetuation of neuromyths. This is particularly harmful for educators because these misconceptions might make them abandon useful practices in favor of others not sustained by evidence. In order to bridge the gap between Education and Neuroscience, we have been conducting, since 2013, a set of activities that put educators and scientists to work together in research projects. The participation goes from discussing the research results of our projects to being part and deciding aspects of the field interventions. Another strategy consists of a course centered around the applications of Neuroscience to Education and their empirical and theoretical bases. These two strategies have to be compared to popularization efforts that just present Neuroscientific results. We show that the more the educators are involved in the discussion of the methodological bases of Neuroscientific knowledge, be it in the course or as part of a stay, the better they manage the underlying concepts. We argue that this is due to the understanding of scientific principles, which leads to a more profound comprehension of what the evidence can and cannot support, thus shielding teachers from the false allure of some commercial neuro-products. We discuss the three approaches and present our efforts to determine whether they lead to a strong understanding of the conceptual and empirical base of Neuroscience.

The Negative Impact of Noise on Adolescents' Executive Function: An Online Study in the Context of Home-Learning During a Pandemic

UNICEF estimates that 1.6 billion children across the world have had their education impacted by COVID-19 and have attempted to continue their learning at home. With ample evidence showing a negative impact of noise on academic achievement within schools, the current pre-registered study set out to determine what aspects of the home environment might be affecting these students. Adolescents aged 11-18 took part online, with 129 adolescents included after passing a headphone screening task. They filled out a sociodemographic questionnaire, followed by a home environment and noise questionnaire. Participants then completed three executive function tasks (the Flanker, the Backward Digit Span, and the Wisconsin Card Sorting Test) while listening to a soundtrack of either white noise or home-like environmental noise. For purposes of analysis, based on the noise questionnaire, participants were separated into quieter and noisier homes. Results revealed that measures of the home environment significantly correlated with individual perceptions of noise and task performance. In particular, adolescents coming from noisier homes were more likely to report that they studied in a noisy room and that they were annoyed by noise when studying. In terms of noise and task performance, the Flanker task revealed that while older adolescents were more efficient overall than their younger peers, those older adolescents from noisier homes seemed to lose this advantage. Additionally, reaction times for younger adolescents from noisier homes were less impacted by accuracy compared to their peers from quieter homes, though there was no difference for the older adolescents. This evidence suggests that higher in-home noise levels lead to higher rates of annoyance and may be hindering home-learning, with both younger and older adolescents being impacted. Furthermore, the long-term effect of in-home noise on adolescent executive function task performance indicates that these findings transcend the pandemic and would influence in-school learning. Limitations and advantages of online adolescent research without researcher supervision are discussed, including sociodemographics and adapting tasks.

Development of thalamus mediates paternal age effect on offspring reading: A preliminary investigation

The importance of (inherited) genetic impact in reading development is well established. De novo mutation is another important contributor that is recently gathering interest as a major liability of neurodevelopmental disorders, but has been neglected in reading research to date. Paternal age at childbirth (PatAGE) is known as the most prominent risk factor for de novo mutation, which has been repeatedly shown by molecular genetic studies. As one of the first efforts, we performed a preliminary investigation of the relationship between PatAGE, offspring's reading, and brain structure in a longitudinal neuroimaging study following 51 children from kindergarten through third grade. The results showed that greater PatAGE was significantly associated with worse reading, explaining an additional 9.5% of the variance after controlling for a number of confounds-including familial factors and cognitive-linguistic reading precursors. Moreover, this effect was mediated by volumetric maturation of the left posterior thalamus from ages 5 to 8. Complementary analyses indicated the PatAGE-related thalamic region was most likely located in the pulvinar nuclei and related to the dorsal attention network by using brain atlases, public datasets, and offspring's diffusion imaging data. Altogether, these findings provide novel insights into neurocognitive mechanisms underlying the PatAGE effect on reading acquisition during its earliest phase and suggest promising areas of future research.

Individual Differences in Children's (Language) Learning Skills Moderate Effects of Robot-Assisted Second Language Learning

The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot’s presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.

Context and attention control determine whether attending to competing information helps or hinders learning in school-aged children

Attention control regulates efficient processing of goal-relevant information by suppressing interference from irrelevant competing inputs while also flexibly allocating attention across relevant inputs according to task demands. Research has established that developing attention control skills promote effective learning by minimizing distractions from task-irrelevant competing information. Additional research also suggests that competing contextual information can provide meaningful input for learning and should not always be ignored. Instead, attending to competing information that is relevant to task goals can facilitate and broaden the scope of children's learning. We review this past research examining effects of attending to task-relevant and task-irrelevant competing information on learning outcomes, focusing on relations between visual attention and learning in childhood. We then present a synthesis argument that complex interactions across learning goals, the contexts of learning environments and tasks, and developing attention control mechanisms will determine whether attending to competing information helps or hinders learning. This article is categorized under: Psychology > Attention Psychology > Learning Psychology > Development and Aging.

Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles

BACKGROUND

The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder.

METHODS

We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention and reading comprehension. We used analysis of variance, correlations and structural equation modelling to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension.

RESULTS

We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our analysis of variance and correlation results, we collapsed the Dyslexic, Poor Comprehenders and Comorbid Reading Disorder groups for the structural equation modelling. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder.

CONCLUSIONS

Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.

Recommendations for Measurement of Attention Outcomes in Preschoolers With Neurofibromatosis

Children with neurofibromatosis type 1 (NF1) are at increased risk for attention problems. While most research has been conducted with school-aged cohorts, preschool-aged children offer a novel developmental window for clinical studies, with the promise that treatments implemented earlier in the developmental trajectory may most effectively modify risk for later difficulties. Designing research studies around the youngest children with NF1 can result in intervention earlier in the developmental cascade associated with NF1 gene abnormalities. Furthermore, clinical trials for medications targeting physical and psychological aspects of NF1 often include individuals spanning a wide age range, including preschool-aged children. In a prior report, the REiNS Neurocognitive Subcommittee made recommendations regarding performance-based and observer-rated measures of attention for use in clinical trials and highlighted the need for separate consideration of assessment methods for young children. The observer-rated Attention-Deficit/Hyperactivity Disorder Rating Scale-Preschool version is recommended as a primary outcome measure. The NIH Toolbox Flanker, Dimensional Change Card Sort, and List Sort Working Memory tasks and Digits Forward from the Differential Ability Scales-2nd Edition (performance-based measures) are recommended as secondary outcome measures. Specific methodologic recommendations for inclusion of preschoolers in clinical trials research are also offered.

The Alerting and Orienting Systems of Attention Are Modified by Cannabis Dependence

Attention allows us to select relevant information from the background. Although several studies have described that cannabis use induces deleterious effects on attention, it remains unclear if cannabis dependence affects the attention network systems differently.

OBJECTIVES

To evaluate whether customary consumption of cannabis or cannabis dependence impacts the alerting, orienting, and executive control systems in young adults; to find out whether it is related to tobacco or alcohol dependence and if cannabis use characteristics are associated with the attention network systems.

METHOD

One-hundred and fifty-four healthy adults and 102 cannabis users performed the Attention Network Test (ANT) to evaluate the alerting, orienting, and executive control systems.

RESULTS

Cannabis use enhanced the alerting system but decreased the orienting system. Moreover, those effects seem to be associated with cannabis dependence. Out of all the cannabis-using variables, only the age of onset of cannabis use significantly predicted the efficiency of the orienting and executive control systems.

CONCLUSION

Cannabis dependence favors tonic alertness but reduces selective attention ability; earlier use of cannabis worsens the efficiency of selective attention and resolution of conflicts.

Faster maturation of selective attention in musically trained children and adolescents: Converging behavioral and event-related potential evidence

Previous work suggests that musical training in childhood is associated with enhanced executive functions. However, it is unknown whether this advantage extends to selective attention-another central aspect of executive control. We recorded a well-established event-related potential (ERP) marker of distraction, the P3a, during an audio-visual task to investigate the maturation of selective attention in musically trained children and adolescents aged 10-17 years and a control group of untrained peers. The task required categorization of visual stimuli, while a sequence of standard sounds and distracting novel sounds were presented in the background. The music group outperformed the control group in the categorization task and the younger children in the music group showed a smaller P3a to the distracting novel sounds than their peers in the control group. Also, a negative response elicited by the novel sounds in the N1/MMN time range (~150-200 ms) was smaller in the music group. These results indicate that the music group was less easily distracted by the task-irrelevant sound stimulation and gated the neural processing of the novel sounds more efficiently than the control group. Furthermore, we replicated our previous finding that, relative to the control group, the musically trained children and adolescents performed faster in standardized tests for inhibition and set shifting. These results provide novel converging behavioral and electrophysiological evidence from a cross-modal paradigm for accelerated maturation of selective attention in musically trained children and adolescents and corroborate the association between musical training and enhanced inhibition and set shifting.

Allele-dosage genetic polymorphisms of cannabinoid receptor 1 predict attention, but not working memory performance in humans

Attention and working memory (WM) are under high genetic regulation. Single nucleotide polymorphisms (SNPs) of the CNR1 gene, that encode for CB1R, have previously been shown to be related with individual differences in attentional control and WM. However, it remains unclear whether there is an allele-dosage or a dominant contribution of polymorphisms of CNR1 affecting attention and WM performance. This study evaluated the associations between attention and WM performance and three SNPs of CNR1: rs1406977, rs2180619, and rs1049353, previously associated with both processes. Healthy volunteers (n = 127) were asked to perform the Attention Network Task (ANT) to evaluate their overall attention and alerting, orienting, and executive systems, and the n-back task for evaluating their WM. All subjects were genotyped using qPCR with TaqMan assays; and dominant and additive models were assessed using the risk alleles of each SNP as the predictor variable. Results showed an individual association of the three SNPs with attention performance, but the composite genotype by the three alleles had the greatest contribution. Moreover, the additive-dosage model showed that for each G-allele added to the genotypic configuration, there was an increase in the percentage of correct responses respect to carriers who have no risk alleles in their genotypic configuration. The number of risk alleles in the genotypic configurations did not predict efficiency in any of the attention systems, nor in WM performance. Our model showed a contribution of three single nucleotide polymorphisms of the CNR1 gene to explain 9% of the variance of attention in an additive manner.

Audiovisual processing and selective attention in adult dyslexic readers: An event-related potential study

Developmental dyslexia is a specific reading disability characterized by decoding and spelling deficits that continue into adulthood. Because reading involves both attentional functions and audiovisual (AV) processing, the aim of this study was to explore the associations between the two factors in adult dyslexic readers. Adult non-impaired and dyslexic readers undertook alphabetic and non-alphabetic tasks, each composed of three experimental blocks. Two experimental blocks contained left and right spatial selective attention manipulations, and another block included central presentations of the stimuli. Event-related potential (ERP) and behavioural parameters were collected and analysed, particularly with respect to the N1-P2 ERP complex. The dyslexic readers showed deviant patterns of amplitudes when it came to alphabetic stimuli processing. However, there was no difference between the two groups with regard to the non-alphabetic stimuli. These results imply that adult dyslexic readers allocate altered attentional resources when it comes to the processing of AV alphabetic stimuli.

Failures of memory and the fate of forgotten memories

This review is intended primarily to provide cognitive benchmarks and perhaps a new mindset for behavioral neuroscientists who study memory. Forgetting, defined here broadly as all types of decreases in acquired responding to stimulus-specific eliciting cues, is commonly attributed to one or more of the following families of mechanisms: (1) (4) associative interference by information similar to, but different from the target information, (2) spontaneous decay of memory with increasing retention intervals, (3) displacement from short-term memory by irrelevant information, and (4) inadequate retrieval cues at test. I briefly review each of these families and discuss data suggesting that many apparent instances of spontaneous forgetting and displacement from short-term memory can be viewed as variants of inadequate retrieval cues and associative interference. The potential for recovery of target information from each of these families of forgetting without further relevant training is then reviewed, with a conclusion that most forgetting is due to retrieval failure as opposed to irreversible erasure of memory. The more general point is made that there are logical problems with ever talking about attenuating or erasing a memory as a consequence of conventional forgetting or disrupted consolidation/reconsolidation. Consideration is then given to the frequently overlooked but highly beneficial consequences of most forgetting. Lastly, the major variables that moderate forgetting are summarized, including (a) the similarities of the target information including training context to the explicit retrieval cues and context present at test, (b) the similarities of potentially interfering acquired information to the retrieval cues and context present at test, and (c) the retention interval for the target information relative to that for the potentially interfering information. Appropriate manipulation of these variables can reduce forgetting, and increase forgetting when desired.

Distraction of attention by novel sounds in children declines fast

New task-irrelevant sounds can distract attention. This study specifies the impact of stimulus novelty and of learning on attention control in three groups of children aged 6–7, 8, and 9–10 years and an adult control group. Participants (N = 179) were instructed to ignore a sound sequence including standard sounds and novel or repeated distractor sounds, while performing a visual categorization task. Distractor sounds impaired performance in children more than in adult controls, demonstrating the long-term development of attention control. Children, but not adults, were more distracted by novel than by repeated sounds, indicating increased sensitivity to novel information. Children, in particular younger children, were highly distracted during the first presentations of novel sounds compared to adults, while no age differences were observed for the last presentations. Results highlight the age-related impact of auditory novel information on attention and characterize the rapid development of attention control mechanisms as a function of age and exposure to irrelevant novel sounds.

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

Fundamental Differences in Visual Perceptual Learning between Children and Adults

It has remained uncertain whether the mechanisms of visual perceptual learning (VPL)^1-4 remain stable across the lifespan or undergo developmental changes. This uncertainty largely originates from missing results about the mechanisms of VPL in healthy children. We here investigated the mechanisms of task-irrelevant VPL in healthy elementary school age children (7-10 years old) and compared their results to healthy young adults (18-31 years old). Subjects performed a rapid-serial-visual-presentation (RSVP) task at central fixation over the course of several daily sessions while coherent motion was merely exposed as a task-irrelevant feature in the visual periphery either at threshold or suprathreshold levels for coherent motion detection. As a result of this repeated exposure, children and adults both showed enhanced discrimination performance for the threshold task-irrelevant feature as in previous studies with adults.^5-8 However, adults demonstrated a decreased performance for the suprathreshold task-irrelevant feature whereas children increased performance. One possible explanation for this difference is that children cannot effectively suppress salient task-irrelevant features because of weaker selective attention ability compared to that of adults.^9-11 However, our results revealed to the contrary that children with stronger selective attention ability, as measured by the useful field of view (UFOV) test, showed greater increases in performance for the suprathreshold task-irrelevant feature. Together, these results suggest that the mechanisms of VPL change dramatically from childhood to adulthood due to a change in the way learners handle salient task-irrelevant features.

The Association Between Effectiveness of Tinnitus Intervention and Cognitive Function-A Systematic Review

Tinnitus refers to the perception of sound in the absence of an external stimulus. This can be problematic and can lead to health problems in some sufferers, including effects on cognitive functions such as attention and memory. Although several studies have examined the effectiveness of tinnitus interventions, e.g., cognitive behavioral therapy and sound therapy, it is still unclear as to the overall quality and limitations of these studies and whether their results could be generalized. Clarification is also needed as to whether poor cognitive function will lead to a less favorable intervention outcome in tinnitus patients. The present systematic review was therefore designed to critically appraise and synthesize findings from randomized controlled trials (RCTs) of tinnitus intervention and its effects on cognition. The methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Medline (PubMed), Embase, and PsycINFO were searched. Only RCTs that compared the effectiveness of a tinnitus intervention and a measure of cognitive function in adult participants with tinnitus were included. A total of 8 studies involving 610 participants tested using 11 cognitive function assessment tools (e.g., Stroop Color and Word Test and Visual Continuous Performance Task) and 5 tinnitus intervention outcome measurements (e.g., Tinnitus Handicap Inventory and Tinnitus Questionnaire) were included and analyzed. The outcomes of the review suggest that tinnitus intervention not only facilitates tinnitus management but also improves cognitive functions. It is likely that cognition and emotion play an important role in a patient's adjustment to tinnitus. Whether cognition can predict treatment outcomes is unclear due to insufficient evidence. Future research is needed using a standardized assessment protocol focusing on the effect of sound-based interventions on tinnitus severity and cognitive functions. Studies on whether cognitive function measurement can be used as a predictor for the effectiveness of tinnitus therapy are also needed.

Implications of Sensory Processing and Attentional Differences Associated With Autism in Academic Settings: An Integrative Review

The impact of classroom environments on student engagement and academic performance is well-documented. Autism spectrum disorder (ASD) is associated with atypical sensory processing and attentional impairments, which may lead to challenges in successfully accessing educational material within these settings. These symptoms may help explain why students with ASD show discrepancies between intellectual ability and academic performance. Given the increasing number of students with ASD present in classrooms, understanding strengths and weaknesses in sensory processing and attention is necessary in order to design better classroom environments and develop more efficacious accommodations and interventions to support optimal student success. Therefore, the objectives of this review are to provide a brief review of the current literature on sensory processing and attention in ASD, survey how sensory and attentional functions affect academic outcomes in both neurotypical and ASD learners, and suggest potential accommodations/interventions for students with ASD based on these findings.

The Influence of Situational Cues on Children's Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention

Taking a perception-action perspective, we investigated how the presence of different real objects in children's immediate situation affected their creativity and whether this effect was moderated by their selective attention. Seventy children between ages 9 and 12 years old participated. Verbal responses on a visual Alternative Uses Task with a low stimulus and high stimulus condition were coded on fluency, flexibility, and originality. Selective attention was measured with a visual search task. Results showed that fluency was not affected by stimulus condition and was unrelated to selective attention. Flexibility was positively associated with selective attention. Originality, net of fluency and flexibility, showed a main effect of stimulus condition in an unexpected direction, as children gave more original responses in the low stimulus condition compared to the high stimulus condition. A significant moderation effect revealed that children with better selective attention skills benefitted from a low stimulus environment, whereas children with weaker selective attention performed better in a high stimulus environment. The findings demonstrate differential effects of the immediate situation and selective attention, and support the hypothesis that creativity is impacted by immediate situation and selective attention, yet in unexpected ways.

Thalamus is a common locus of reading, arithmetic, and IQ: Analysis of local intrinsic functional properties

Neuroimaging studies of basic achievement skills - reading and arithmetic - often control for the effect of IQ to identify unique neural correlates of each skill. This may underestimate possible effects of common factors between achievement and IQ measures on neuroimaging results. Here, we simultaneously examined achievement (reading and arithmetic) and IQ measures in young adults, aiming to identify MRI correlates of their common factors. Resting-state fMRI (rs-fMRI) data were analyzed using two metrics assessing local intrinsic functional properties; regional homogeneity (ReHo) and fractional amplitude low frequency fluctuation (fALFF), measuring local intrinsic functional connectivity and intrinsic functional activity, respectively. ReHo highlighted the thalamus/pulvinar (a subcortical region implied for selective attention) as a common locus for both achievement skills and IQ. More specifically, the higher the ReHo values, the lower the achievement and IQ scores. For fALFF, the left superior parietal lobule, part of the dorsal attention network, was positively associated with reading and IQ. Collectively, our results highlight attention-related regions, particularly the thalamus/pulvinar as a key region related to individual differences in performance on all the three measures. ReHo in the thalamus/pulvinar may serve as a tool to examine brain mechanisms underlying a comorbidity of reading and arithmetic difficulties, which could co-occur with weakness in general intellectual abilities.

Using a multidimensional model of attention to predict low-income preschoolers' early academic skills across time

The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low-income children (n = 99). Children completed well-validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the abilities to selectively focus, sustain attention, and employ executive control. Exploratory factor analyses at both time points support a 2-factor model differentiating selective and sustained attention from attention processing speed and executive attention, suggesting that attention in low-income preschoolers may have a simpler organization than the 3-factor structure found in adulthood. Multiple regression models find children's ability to selectively focus and sustain attention serves as a robust concurrent and longitudinal predictor of academic skills. These results highlight the role of selective and sustained attention processes in supporting school readiness for economically vulnerable children.

Effect of Single Administration of Mulberry Milk on the Cognitive Function of 6-12-Year-Old Children: Results from a Randomized, Placebo-Controlled, Crossover Study

Currently, cognitive enhancers are considered necessary because they play a critical role in daily and social behaviors. The cognitive-enhancing effect of mulberry milk has gained attention due to the cognitive-enhancing effect of this anthocyanin-rich substance and the cognitive-enhancing effect of mulberry fruit in animal models. However, the effect of anthocyanin-rich mulberry milk in clinical trials especially in children is still unknown. This study was a randomized double-blind crossover intervention. A total of forty-six healthy, normal, cognitive subjects aged 6–12 years old were provided mulberry milk (containing mulberry 10 g) or placebo milk (50 mL). Attention and cognitive function were assessed using the auditory odd ball paradigm of event-related potential, whereas working memory was assessed using a computerized battery test. The assessment was performed at baseline and then at 1.5 and 3 hours postdosing. At the end of study period, the activities of acetylcholinesterase (AChE) and monoamine oxidase (MAO) together with that of saliva cortisol were determined. Following mulberry milk intervention, the decreased N100 latency and the increased P300 amplitude were increased both at 1.5 and 3 hours after dosing. The decreased response time of digit updating was observed both at 1.5 and 3 hours after dosing, whereas the decreased response time of picture updating was observed at 3 hours after dosing. In addition, the reduction of saliva cortisol was also observed at both periods. The improvement of attention and cognitive processing capabilities together with the working memory suggests the cognitive-enhancing potential of mulberry milk for school-age children. The possible underlying mechanism may be associated partly with the reduction of cortisol, a stress hormone.

Keeping in Touch with Mental Health: The Orienting Reflex and Behavioral Outcomes from Calatonia

Physical and psychological therapy based on touch has been gradually integrated into broader mental health settings in the past two decades, evolving from a variety of psychodynamic, neurobiological and trauma-based approaches, as well as Eastern and spiritual philosophies and other integrative and converging systems. Nevertheless, with the exception of a limited number of well-known massage therapy techniques, only a few structured protocols of touch therapy have been standardized and researched to date. This article describes a well-defined protocol of touch therapy in the context of psychotherapy-the Calatonia technique-which engages the orienting reflex. The orienting reflex hypothesis is explored here as one of the elements of this technique that helps to decrease states of hypervigilance and chronic startle reactivity (startle and defensive reflexes) and restore positive motivational and appetitive states.

Individual differences in selective attention and scanning dynamics influence children's learning from relevant non-targets in a visual search task

Efficient selective attention is critical for engaging in task-oriented behavior but may also limit our processing of potentially meaningful, task-irrelevant details. Both older adults and younger children demonstrate poor selective attention skills but show increased processing of task-irrelevant information. This broader attention to non-targets can benefit learning among older adults when the non-target information is relevant to a primary learning goal. Although young children show similar patterns of attention to non-targets, it is unknown whether relevant non-targets similarly benefit their learning. This study examined the relationship between 4- to 8-year-old children's selective attention skills and their learning from incidental exposure to relevant non-targets. In Experiment 1, children completed an incidental encoding phase, followed by a visual search task and then a final recognition memory task. During the search task, participants identified a target within arrays containing 0, 5, 10, or 15 non-targets. Half of the images from the encoding phase appeared in the search as "relevant" non-targets, whereas the remainder never appeared during the search task. Participants showed better memory for images presented as relevant non-targets. However, children showed the largest memory benefit when efficient selective attention allowed for increased scanning of the relevant non-targets after target detection. Experiment 2 confirmed that children showed similarly efficient selective attention skills but no longer showed enhanced learning when they could not scan relevant non-targets following target detection. These results suggest that children's incidental learning from relevant non-targets is an active process that depends on how children use selective attention to engage in effective information gathering.

Behavioral and Neural Changes Induced by a Blended Essential Oil on Human Selective Attention

Selective attention refers to the selecting and preferential processing of specific information while simultaneously suppressing irrelevant distractors, activities linked to various cognitive skills and academic achievements. The influence of essential oils on the cognition of humans has been extensively explored. However, the effects of essential oils on human selective attention and the underlying neural mechanisms remain unclear. In the present study, participants were divided into a “blended essential oil” group and a “no essential oil” group and enrolled on a negative priming task, including a control condition and a negative priming condition. The event-related potential technique was used to examine the brain mechanisms underlying the blended essential oil effects on human selective attention. Behavioral results showed that individuals responded more quickly in the negative priming condition when exposed to the blended essential oil. In addition, the blended essential oil eliminated the differences in the P300 amplitude in the postcentral area of the brain between the negative priming condition and the control condition. Moreover, the blended essential oil led to stronger functional connectivity during the task. The present study thus suggests that blended essential oil can significantly change brain activity and functional connections in human beings, which may improve human selective attention.

Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties

OBJECTIVES

To document the auditory processing, visual attention, digit memory, phonological processing, and receptive language abilities of individual children with identified word reading difficulties.

DESIGN

Twenty-five children with word reading difficulties and 28 control children with good word reading skills participated. All children were aged between 8 and 11 years, with normal hearing sensitivity and typical non-verbal intelligence. Both groups of children completed a test battery designed to assess their auditory processing, visual attention, digit memory, phonological processing, and receptive language.

RESULTS

When compared to children who were good readers, children with word reading difficulties obtained significantly lower average scores on tests of auditory processing, including the frequency pattern test, gaps in noise, frequency discrimination, Dichotic Digit difference Test, and Listening in Spatialized Noise. The two groups did not differ on the discrimination measures of sinusoidal amplitude modulation or iterated rippled noise. The results from children with word reading difficulties showed that 5 children (20%) had comorbid deficits in auditory processing, visual attention, and backward digit memory; whereas 12 children (48%) had comorbid auditory processing and visual attention deficits only, and 2 children (8%) had comorbid deficits in auditory processing and digit memory; the remaining children had only auditory processing, visual attention, or digit memory deficits.

CONCLUSION

The current study highlights the general co-existence of auditory processing, memory, and visual attention deficits in children with word reading difficulties. It is also noteworthy, however, that only one fifth of the current cohort had deficits across all measured tasks. Hence, our results also show the significant individual variability inherent in children with word reading difficulties.

Are Anesthesiology Providers Good Guessers? Heart Rate and Oxygen Saturation Estimation in a Simulation Setting

Background

Anesthesia providers may need to interpret the output of vital sign monitors based on auditory cues, in the context of multitasking in the operating room. This study aims to evaluate the ability of different anesthesia providers to estimate heart rate and oxygen saturation in a simulation setting.

Methods

Sixty anesthesia providers (residents, nurse anesthetics, and anesthesiologists) were studied. Four scenarios were arranged in a simulation context. Two baseline scenarios with and without waveform visual aid, and two scenarios with variation of heart rate and/or oxygen saturation were used to assess the accuracy of the estimation made by the participants.

Results

When the accurate threshold for the heart rate was set at less than 5 beats per minute, the providers only had a correct estimation at two baseline settings with visual aids (p=0.22 and 0.2237). Anesthesia providers tend to underestimate the heart rate when it increases. Providers failed to accurately estimate oxygen saturation with or without visual aid (p=0.0276 and 0.0105, respectively). Change in recording settings significantly affected the accuracy of heart rate estimation (p < 0.0001), and different experience levels affected the estimation accuracy (p=0.041).

Conclusion

The ability of anesthesia providers with different levels of experience to assess baseline and variations of heart rate and oxygen saturation is unsatisfactory, especially when oxygen desaturation and bradycardia coexist, and when the subject has less years of experience.

Effects of short-term exposure to particulate matter air pollution on cognitive performance

This paper assesses the effect of short-term exposure to particulate matter (PM) air pollution on human cognitive performance via a double cross over experimental design. Two distinct experiments were performed, both of which exposed subjects to low and high concentrations of PM. Firstly, subjects completed a series of cognitive tests after being exposed to low ambient indoor PM concentrations and elevated PM concentrations generated via candle burning, which is a well-known source of PM. Secondly, a different cohort underwent cognitive tests after being exposed to low ambient indoor PM concentrations and elevated ambient outdoor PM concentrations via commuting on or next to roads. Three tests were used to assess cognitive performance: Mini-Mental State Examination (MMSE), the Stroop Color and Word test, and Ruff 2 & 7 test. The results from the MMSE test showed a statistically robust decline in cognitive function after exposure to both the candle burning and outdoor commuting compared to ambient indoor conditions. The similarity in the results between the two experiments suggests that PM exposure is the cause of the short-term cognitive decline observed in both. The outdoor commuting experiment also showed a statistically significant short-term cognitive decline in automatic detection speed from the Ruff 2 and 7 selective attention test. The other cognitive tests, for both the candle and commuting experiments, showed no statistically significant difference between the high and low PM exposure conditions. The findings from this study are potentially far reaching; they suggest that elevated PM pollution levels significantly affect short term cognition. This implies average human cognitive ability will vary from city to city and country to country as a function of PM air pollution exposure.

Attentional fluctuations in preschoolers: Direct and indirect relations with task accuracy, academic readiness, and school performance

Attentional control fluctuates in the presence of internal and external distractors, wandering on and off a given task. The current study investigated individual differences in attentional fluctuations in 250 preschoolers. Attentional fluctuations were assessed via intra-individual variability in response time in a Go/No-Go task. Greater fluctuations in attentional control were linked to lower task accuracy. In addition, greater attentional fluctuations predicted lower performance in a task of cognitive flexibility, the Dimensional Change Card Sort task. Attentional fluctuations were also associated with laboratory measures of academic readiness in preschool, as assessed by the Applied Problems and Letter-Word Identification subscales of the Woodcock-Johnson III Tests of Achievement, which in turn predicted teacher reports of academic performance in first grade. Attentional fluctuations also had indirect associations with emergent math skills in preschool, via cognitive flexibility, as well as indirect associations with first-grade teacher reports of academic performance, via the relations between cognitive flexibility and emergent math skills in preschool. These results suggest that consistency is an important aspect of attentional control during early childhood.

Improving Cognitive Performance of 9-12 Years Old Children: Just Dance? A Randomized Controlled Trial

Exercise is assumed to have positive effects on children's cognitive performance. However, given the inconclusive evidence for the long-term effects of exercise, it is difficult to advice schools on what specific exercise programs can improve children's cognitive performance. In particular, little is known about the effects of small exercise programs that may be feasible in daily school practice. Therefore, we assessed the effects of a 9-weeks program consisting of daily exercise breaks on children's cognitive performance, aerobic fitness and physical activity levels. We conducted a cluster-randomized controlled trial in 21 classes of eight Dutch primary schools. A total of 512 children aged 9-12 years participated. The exercise intervention had a duration of 9 weeks and consisted of a daily 10-min classroom-based exercise break of moderate to vigorous intensity. Before and after the intervention, we used four cognitive tasks (i.e., the Attention Network Test, Stroop test, d2 test of attention and Fluency task) to measure children's cognitive performance in domains of selective attention, inhibition and memory retrieval. In addition, we measured aerobic fitness with a Shuttle Run test and physical activity during school hours by accelerometers. We analyzed data using mixed models, adjusting for baseline scores, class and school. After 9 weeks, there were no intervention effects on children's cognitive performance or aerobic fitness. Children in the intervention group spent 2.9 min more of their school hours in moderate to vigorous physical activity as compared to the children in the control group. In conclusion, daily 10-min exercise breaks in the classroom did not improve, nor deteriorate cognitive performance in children. The exercise breaks had no effect on children's fitness, and resulted in 2.9 min more time spent in moderate to vigorous physical activity during school hours. Daily exercise breaks can be implemented in the classroom to promote children's physical activity during school time, without adverse effect on their cognitive performance.

White Matter Microstructure Associations of Cognitive and Visuomotor Control in Children: A Sensory Processing Perspective

Objective: Recent evidence suggests that co-occurring deficits in cognitive control and visuomotor control are common to many neurodevelopmental disorders. Specifically, children with sensory processing dysfunction (SPD), a condition characterized by sensory hyper/hypo-sensitivity, show varying degrees of overlapping attention and visuomotor challenges. In this study, we assess associations between cognitive and visuomotor control abilities among children with and without SPD. In this same context, we also examined the common and unique diffusion tensor imaging (DTI) tracts that may support the overlap of cognitive control and visuomotor control. Method: We collected cognitive control and visuomotor control behavioral measures as well as DTI data in 37 children with SPD and 25 typically developing controls (TDCs). We constructed regressions to assess for associations between behavioral performance and mean fractional anisotropy (FA) in selected regions of interest (ROIs). Results: We observed an association between behavioral performance on cognitive control and visuomotor control. Further, our findings indicated that FA in the anterior limb of the internal capsule (ALIC), the anterior thalamic radiation (ATR), and the superior longitudinal fasciculus (SLF) are associated with both cognitive control and visuomotor control, while FA in the superior corona radiata (SCR) uniquely correlate with cognitive control performance and FA in the posterior limb of the internal capsule (PLIC) and the cerebral peduncle (CP) tract uniquely correlate with visuomotor control performance. Conclusions: These findings suggest that children who demonstrate lower cognitive control are also more likely to demonstrate lower visuomotor control, and vice-versa, regardless of clinical cohort assignment. The overlapping neural tracts, which correlate with both cognitive and visuomotor control suggest a possible common neural mechanism supporting both control-based processes.

Neural measures of anticipatory bodily attention in children: Relations with executive function

The ability to selectively direct attention to a certain location or modality is a key neurocognitive skill. One important facet of selective attention is anticipation, a foundational biological construct that bridges basic perceptual processes and higher-order cognition. The current study focuses on the neural correlates of bodily anticipation in 6- to 8-year-old children using a task involving tactile stimulation. Electroencephalographic (EEG) activity over sensorimotor cortex was measured after a visual cue directed children to monitor their right or left hand in anticipation of tactile stimulation. Prior to delivery of the tactile stimulus, a regionally-specific desynchronization of the alpha-range mu rhythm occurred over central electrode sites (C3/C4) contralateral to the cue direction. The magnitude of anticipatory mu rhythm desynchronization was associated with children's performance on two executive function tasks (Flanker and Card Sort). We suggest that anticipatory mu desynchronization has utility as a specific neural marker of attention focusing in young children, which in turn may be implicated in the development of executive function.

Exercise of Varying Durations: No Acute Effects on Cognitive Performance in Adolescents

Participation in structured physical activity is assumed to have a positive effect on cognitive and academic performance. A single bout of moderate to vigorous exercise has been found to have a small acute positive effect on the cognitive performance of children and adolescents. However, the dose-response effects of exercise duration are largely unknown. Therefore, the current study examined the acute effects of moderate-to-vigorous exercise with a duration of either 10, 20, or 30 min on selective attention and working memory performance of young adolescents. One hundred and nineteen adolescents (11-14 years old) participated in a randomized, controlled crossover study. Adolescents were assigned to one of the three exercise durations, each paired with a sedentary control session of the same duration. Cognitive performance was measured before and immediately after the exercise and control condition. The Attention Network Test and n-back task were used to measure selective attention and working memory, respectively. There were no significant exercise effects on selective attention (i.e., alerting, orienting, or executive control) or working memory performance measured immediately after the exercise bouts. Furthermore, there were no differential effects of exercise duration. In sum, acute exercise bouts with a duration of 10, 20, or 30 min did not improve, but neither deteriorate cognitive performance of young adolescents compared to a sedentary control condition.

Neuropsychological assessment in autism spectrum disorder and related conditions

Neuropsychological assessment provides a profound analysis of cognitive functioning in people with autism spectrum disorder (ASD). Individuals on the autistic spectrum often show a high level of anxiety and are frequently affected by comorbidities that influence their quality of life. Yet, they also have cognitive strengths that should be identified in order to develop effective support strategies. This article presents an overview of five cognitive areas that are essential for neuropsychological evaluation (ie, intelligence, attention, executive function, social cognition, and praxis) and explores the underlying causes of behavioral problems in persons with ASD. Furthermore, it stresses the importance of meticulous neuropsychological testing with regard to cognitive remediation, a method that can help to enhance single cognitive processes in a targeted manner. Objective test results suggest it might be possible to promote an improved sense of coherence. In line with the salutogenic model, this may be fundamental for human health and well-being.

Children's attention to task-relevant information accounts for relations between language and spatial cognition

Children's spatial language reliably predicts their spatial skills, but the nature of this relation is a source of debate. This investigation examined whether the mechanisms accounting for such relations are specific to language use or reflect a domain-general mechanism of selective attention. Experiment 1 examined whether 4-year-olds' spatial skills were predicted by their selective attention or their adaptive language use. Children completed (a) an attention task assessing attention to task-relevant color, size, and location cues; (b) a description task assessing adaptive language use to describe scenes varying in color, size, and location; and (c) three spatial tasks. There was correspondence between the cue types that children attended to and produced across description and attention tasks. Adaptive language use was predicted by both children's attention and task-related language production, suggesting that selective attention underlies skills in using language adaptively. After controlling for age, gender, receptive vocabulary, and adaptive language use, spatial skills were predicted by children's selective attention. The attention score predicted variance in spatial performance previously accounted for by adaptive language use. Experiment 2 followed up on the attention task (Experiment 2a) and description task (Experiment 2b) from Experiment 1 to assess whether performance in the tasks related to selective attention or task-specific demands. Performance in Experiments 2a and 2b paralleled that in Experiment 1, suggesting that the effects in Experiment 1 reflected children's selective attention skills. These findings show that selective attention is a central factor supporting spatial skill development that could account for many effects previously attributed to children's language use.

Can't Ignore-Distraction by Task-Irrelevant Sounds in Early and Middle Childhood

Attention control abilities are relevant for learning success. Little is known about the development of audio-visual attention in early childhood. Four groups of children between the ages of 4 and 10 years and adults performed an audio-visual distraction paradigm (N = 106). Multilevel analyses revealed increased reaction times in a visual categorization task when task-irrelevant novel sounds were presented, demonstrating involuntary distraction of attention. This distraction effect decreased with age and significantly differed between age groups. In addition, the two youngest age groups responded with a delay in trials following a distractor trial, indicating delayed reallocation of attention to the task at hand. Results indicate a significant maturation of audio-visual attention control within a few years during early childhood that continues throughout middle childhood.

Functional Connectivity of the Dorsal Attention Network Predicts Selective Attention in 4-7 year-old Girls

Early childhood is a period of profound neural development and remodeling during which attention skills undergo rapid maturation. Attention networks have been extensively studied in the adult brain, yet relatively little is known about changes in early childhood, and their relation to cognitive development. We investigated the association between age and functional connectivity (FC) within the dorsal attention network (DAN) and the association between FC and attention skills in early childhood. Functional magnetic resonance imaging data was collected during passive viewing in 44 typically developing female children between 4 and 7 years whose sustained, selective, and executive attention skills were assessed. FC of the intraparietal sulcus (IPS) and the frontal eye fields (FEF) was computed across the entire brain and regressed against age. Age was positively associated with FC between core nodes of the DAN, the IPS and the FEF, and negatively associated with FC between the DAN and regions of the default-mode network. Further, controlling for age, FC between the IPS and FEF was significantly associated with selective attention. These findings add to our understanding of early childhood development of attention networks and suggest that greater FC within the DAN is associated with better selective attention skills.

Partly randomised, controlled study in children aged 6-10 years to investigate motor and cognitive effects of a 9-week coordination training intervention with concurrent mental tasks

INTRODUCTION

Physical training may play a prominent role in the development of preadolescent brains, but it is yet to be determined what type of exercise may generate higher cognitive effects, and if concurrent mental engagement provides further efficacy. The aim of this study is to investigate motor and cognitive effects of a 9-week exercise intervention in children aged 6-10 years. Trainings include the automatisation of challenging coordination exercises with concurrent mental tasks (intervention group) and multisport exercises with and without mental tasks (two control groups). It is hypothesised that all groups gain motor and cognitive effects, but highest benefits are expected for the combination of automatised coordination exercises with mental tasks.

METHODS AND ANALYSIS

Two elementary schools (∼500 students) take part in the study. Data are generated by using the German Motor Performance Test 6-18 (Deutscher Motorik-Test 6-18), TDS (Match 4 Point), d2-R test of attention and Kasel-Concentration-Task for Children Aged 3-8 Years; test-duration: 6-7 min. After pretesting in September 2017 and a 9-week training intervention, post-testing takes place in December 2017 and March 2018 (long-term effects). Training interventions consist of coordination exercises with concurrent mental tasks (intervention group) and multimotor exercises with and without concurrent mental tasks (control groups). Shapiro-Wilk test will be used to test for normal distribution and the Levene test for variance homogeneity. The appropriate multivariate statistical methods (multivariate analysis of variance or Kruskal-Wallis test) will be used for analysing differences among the groups and for comparing preintervention with postintervention performances.

ETHICS AND DISSEMINATION

All procedures have been approved by the board for ethical questions in science of the University of Innsbruck. Findings will be published in 2018 in international journals and presented at conferences. Schools will be informed of key results.

Functional network integration and attention skills in young children

Children acquire attention skills rapidly during early childhood as their brains undergo vast neural development. Attention is well studied in the adult brain, yet due to the challenges associated with scanning young children, investigations in early childhood are sparse. Here, we examined the relationship between age, attention and functional connectivity (FC) during passive viewing in multiple intrinsic connectivity networks (ICNs) in 60 typically developing girls between 4 and 7 years whose sustained, selective and executive attention skills were assessed. Visual, auditory, sensorimotor, default mode (DMN), dorsal attention (DAN), ventral attention (VAN), salience, and frontoparietal ICNs were identified via Independent Component Analysis and subjected to a dual regression. Individual spatial maps were regressed against age and attention skills, controlling for age. All ICNs except the VAN showed regions of increasing FC with age. Attention skills were associated with FC in distinct networks after controlling for age: selective attention positively related to FC in the DAN; sustained attention positively related to FC in visual and auditory ICNs; and executive attention positively related to FC in the DMN and visual ICN. These findings suggest distributed network integration across this age range and highlight how multiple ICNs contribute to attention skills in early childhood.

The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students' Selective Attention

There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students' selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison group = 104 students) in Years 5 and 6. The intervention group participated in a dance-based physical education lesson while the comparison group continued their regular classroom work. PA during the physical education lesson was monitored using accelerometers. Selective attention was assessed at pretest and after the comparison/physical education sessions with the d2 Test of Attention. 2 × 2 ANOVA results suggested a significant time effect for all three measures, no significant group effects for any measures, and significant time by group interactions for TN and CP but not for E%. The intervention group improved significantly more than the comparison group for TN and CP. This study's findings suggest that existing school opportunities focused on cognitively engaging PA, such as dance, can improve aspects of students' selective attention.

Neuropsychological assessment in autism spectrum disorder and related conditions

Neuropsychological assessment provides a profound analysis of cognitive functioning in people with autism spectrum disorder (ASD). Individuals on the autistic spectrum often show a high level of anxiety and are frequently affected by comorbidities that influence their quality of life. Yet, they also have cognitive strengths that should be identified in order to develop effective support strategies. This article presents an overview of five cognitive areas that are essential for neuropsychological evaluation (ie, intelligence, attention, executive function, social cognition, and praxis) and explores the underlying causes of behavioral problems in persons with ASD. Furthermore, it stresses the importance of meticulous neuropsychological testing with regard to cognitive remediation, a method that can help to enhance single cognitive processes in a targeted manner. Objective test results suggest it might be possible to promote an improved sense of coherence. In line with the salutogenic model, this may be fundamental for human health and well-being.