Relationship between intraindividual auditory and visual attention in children with ADHD

A Review of Auditory Attention: Neural Mechanisms, Theories, and Affective Disorders

Attention is a fundamental aspect of human cognitive function and is crucial for essential activities such as learning, social interaction, and routine tasks. Notably, Auditory attention involves complex interactions and collaboration among multiple brain networks. Recognizing the impairment of auditory attention, comprehending its underlying mechanisms, and identifying the activated brain regions essential for the development of treatments and interventions for individuals facing auditory attention deficits, emphasizes the significance of investigating these matters. In the current study, we conducted a review by searching for the full text of 53 articles published related to auditory attention, mechanisms, and networks in databases like Science Direct, Google Scholar, ProQuest, and PubMed using the keywords Attention, Auditory Attention, Auditory Attention Impairment, theories of attention were investigated in the years 2000 to 2023 And focused on articles that provided discussions within this research domain. The studies have demonstrated that auditory attention exceeds being an acoustic attribute and assumes a fundamental role in complex acoustic environments, information processing, and even speech comprehension. In the context of this study, we have conducted a review and summary of the proposed theories related to attention and the brain networks involved in different forms of auditory attention. In conclusion, the integration of auditory attention assessments, behavioral observations, and an understanding of the neural mechanisms and brain regions implicated in auditory attention proves to be an effective approach for the diagnosis and treatment of attention-related disorders.

The power of the written word: Comparing word meaning inferencing from auditory and written modalities throughout grade school

Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality. A total of 89 children aged 8-15 years were randomly assigned to either read or listen to a narrative that included eight novel words, with five exposures to each novel word. They then completed three posttests to assess word meaning inferencing. Children across all ages performed better in the written modality. Vocabulary was the only significant predictor of success on the word inferencing task. Results indicate support for written stimuli as the most effective modality for novel word meaning deduction. Our findings suggest that the presence of orthographic information facilitates novel word learning even for early, less proficient readers.

Gender Differences in Auditory and Visual Attentional Performance in Children with and without ADHD

OBJECTIVE

Despite the relatively high prevalence of attention deficit hyperactivity disorder (ADHD), the impairment of ADHD in women is underestimated due to the different ways the phenomenon manifests compared to traditional male symptoms. In order to close the gender gap in diagnosis and treatment, this study aims to explore the impact of gender on auditory and visual attention in children with and without ADHD.

METHOD

A total of 220 children with and without ADHD participated in this study. Their auditory and visual attention performances were analyzed by comparative computerized auditory and visual subtests.

RESULTS

Auditory and visual attention performance in children with and without ADHD did affect by gender, including typically developing (TD) boys are better than TD girls at distinguishing visual targets from non-target stimuli. When performing attention tasks, TD girls generally maintained a cautious response, which was different from TD boys, who generally adopted positive response methods. ADHD girls suffered from more serious auditory inattention problems than ADHD boys; however, ADHD boys suffered from more auditory and visual impulsive problems than ADHD girls. The internal attention problems of female ADHD children were broader than that of their male ADHD peers and were also more severe, especially in problems of auditory omission and auditory response acuity.

CONCLUSIONS

ADHD children had a significant gap in auditory and visual attention performance compared to TD children. The research results support the impact of gender on the performance of auditory and visual attention in children with and without ADHD.

A review of visual sustained attention: neural mechanisms and computational models

Sustained attention is one of the basic abilities of humans to maintain concentration on relevant information while ignoring irrelevant information over extended periods. The purpose of the review is to provide insight into how to integrate neural mechanisms of sustained attention with computational models to facilitate research and application. Although many studies have assessed attention, the evaluation of humans' sustained attention is not sufficiently comprehensive. Hence, this study provides a current review on both neural mechanisms and computational models of visual sustained attention. We first review models, measurements, and neural mechanisms of sustained attention and propose plausible neural pathways for visual sustained attention. Next, we analyze and compare the different computational models of sustained attention that the previous reviews have not systematically summarized. We then provide computational models for automatically detecting vigilance states and evaluation of sustained attention. Finally, we outline possible future trends in the research field of sustained attention.

A Videogame as a Tool for Clinical Screening of Possible Vulnerability to Impulsivity and Attention Disturbances in Children

An attention disturbance is a problem that affects many school-aged children. The assessment in children is usually report-based, and as a result, controversy surrounds the diagnosis. To solve this issue, the aim of this study was to develop a new tool to detect possible attention-related problems and impulsive behavior in 4- and 5-year-old children. This tool was developed as an Android app and could be used to provide an early indicator of possible future development problems. A sample of 103 children (48 girls and 55 boys) was randomly selected from primary schools and assessed by Pinky-Piggy, a videogame application based on a classical paradigm in experimental psychology. Data from this app were compared with a Child Neuropsychological Maturity Questionnaire. The subjects displayed different patterns of response to play a very simple game called Pinky-Piggy. The application discriminated between high-responders and low responders. The results showed a relationship between these two profiles and the levels of attention and neurodevelopment in each group. The tool could identify different types of profiles and demonstrated its potential to evaluate endophenotypes to predict attentional problems related to impulsive behavior. Additionally, it required less time and fewer tests to identify possible at-risk populations, thus assisting in clinical diagnosis.

The Computerized Adaptable Test Battery (BMT-i) for Rapid Assessment of Children's Academic Skills and Cognitive Functions: A Validation Study

Background: Learning disabilities in children are a major public health concern worldwide, having a prevalence of 8%. They are associated with lost social, educational, and ultimately, professional opportunities for individuals. These disabilities are also very costly to governments and raise the issue of the appropriate means of screening. Unfortunately, validated tools for preliminary appraisal of learning and cognitive function in struggling children are presently restricted to specific age ranges and cognitive domains. This study sought to validate a first-line battery for assessment of academic skills and cognitive functions. Materials and Methods: The computerized Adaptable Test Battery, or BMT-i, includes a panel of tests for the first-line assessment of children's academic skills and cognitive functions. The tests reflect expected abilities for the age group in question, exploring academic skills (written language and mathematical cognition) and cognitive domains (verbal, non-verbal, and attentional/executive functions). The authors relied on the results of these tests for a sample of 1,074 Francophone children representative of the mainland French school-age population (522 boys and 552 girls, ages 4-13, from 39 classes at 7 public and 5 private schools). Thirteen speech-language pathologists and neuropsychologists individually administered the tests. Results: The psychometric characteristics of the empirical data obtained showed acceptable to good test homogeneity, internal consistency (Cronbach's alpha: > 0.70), test-retest reliability (intraclass correlation coefficients: ~0.80), and consistency with reference test batteries (r: 0.44-0.96). Conclusion: The BMT-i was validated in a large sample of children in mainstream French schools, paving the way for its use in first-line screening of learning disabilities among children with complaints, whether their learning difficulties have been flagged by their parents or by their teachers.