Attention, Response Inhibition, and Activity Level in Children: Developmental Neuropsychological Perspectives. In: Tramontana MG, Hooper SR, editors. Advances in Child Neuropsychology. New York: Springer; 1994. pp. 1-54. [DOI: 10.1007/978-1-4612-2608-6_1]

Developmental changes within the extended face processing network: A cross-sectional functional magnetic resonance imaging study

In the field of face processing, the so-called "core network" has been intensively researched. Its neural activity can be reliably detected in children and adults using functional magnetic resonance imaging (fMRI). However, the core network's counterpart, the so-called "extended network," has been less researched. In the present study, we compared children's and adults' brain activity in the extended system, in particular in the amygdala, the insula, and the inferior frontal gyrus (IFG). Using fMRI, we compared the brain activation pattern between children aged 7-9 years and adults during an emotional face processing task. On the one hand, children showed increased activity in the extended face processing system in relation to adults, particularly in the left amygdala, the right insula, and the left IFG. On the other hand, lateralization indices revealed a "leftward bias" in children's IFG compared to adults. These results suggest that brain activity associated with face processing is characterized by a developmental decrease in activity. They further show that the development is associated with a rightward migration of face-related IFG activation, possibly due to the competition for neural space between several developing brain functions ("developmental competition hypothesis").

Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children

This research revealed the children with difficulties in attentional functions among healthy children attending primary school and aimed to identify the possible sociodemographic factors, such as the child’s age, gender, and school grade, that could influence attentive performance. The participants were 105 children aged 6–10 years (M age = 8.6; SD = 1.04), attending primary schools. Family economic condition was mostly at a medium level (63.5%), and parents most frequently had 13 years of schooling. The computerized test KiTAP was administered to children to assess their attentional functions. Results showed a higher frequency of omissions and false alarms and a reduced speed in alertness, go/no-go, and sustained attention tasks compared to Italian norms. Hierarchical regression analyses were run with school grade, gender, and current age as independent variables and mean reaction times (and standard deviation), number of omissions, and false alarms as dependent ones. The results showed that male gender and attending a lower grade impacted on lower attentional performance in several subtests. Girls showed the best performances in tests of distractibility and impulsive reaction tendencies, while higher school grade positively influenced divided and sustained attention. These results could be useful to identify children with major attentional difficulties, and some recommendations for future studies and the implementation of attention empowerment programmes are proposed.

On the development of auditory distraction: A review

The present review focuses on the development of involuntary attention mechanisms in the context of the occurrence of unexpected events during childhood. We introduce a prevailing three-stage model of auditory involuntary attention describing the processes leading to, accompanying, and following the distraction of attention by prediction violations: (a) the automatic detection of prediction violations (associated with the event-related potential [ERP] component mismatch negativity [MMN]), (b) the involuntary orienting of attention processes towards the prediction violating sound (associated with the ERP component P3a), and (c) the reorienting back to task-relevant information (associated with the ERP components reorienting negativity [RON] or late discriminative negativity [LDN]). Within this framework we give an overview of studies investigating MMN, P3a, RON/LDN, and behavioral distraction effects in children. We discuss the development of the underlying involuntary attention mechanisms and highlight the relevance of and future perspectives for this important field of research.

Development of auditory selective attention: event-related potential measures of channel selection and target detection

In this study, we examined developmental changes in auditory selective attention using both electrophysiological (Nd, P3b) and behavioral measures while two groups of children (9- and 12-year-olds) and adults were engaged in a two-channel selective attention task. Channel was determined by frequency (1000 or 2000 Hz). Targets in one condition were shorter than the standards (duration target) and in the other were softer (intensity target). We found that the Nd onset and peak latencies for the children were significantly longer than for the adults. Nd amplitude, however, did not differ between the groups. Further, all groups evidenced P3b to attended targets but not to unattended deviants. Hits, reaction times, and false alarms to unattended deviants continued to evidence improvements through adolescence. Taken together, our data are most consistent with a model of developmental improvement in the speed and efficiency of attention allocation.

The development of involuntary and voluntary attention from childhood to adulthood: A combined behavioral and event-related potential study

OBJECTIVE

This study investigated auditory involuntary and voluntary attention in children aged 6-8, 10-12 and young adults. The strength of distracting stimuli (20% and 5% pitch changes) and the amount of allocation of attention were varied.

METHODS

In an auditory distraction paradigm event-related potentials (ERPs) and behavioral data were measured from subjects either performing a sound duration discrimination task or watching a silent video.

RESULTS

Pitch changed sounds caused prolonged reaction times and decreased hit rates in all age groups. Larger distractors (20%) caused stronger distraction in children, but not in adults. The amplitudes of mismatch negativity (MMN), P3a, and reorienting negativity (RON) were modulated by age and by voluntary attention. P3a was additionally affected by distractor strength. Maturational changes were also observed in the amplitudes of P1 (decreasing with age) and N1 (increasing with age). P2-modulation by voluntary attention was opposite in young children and adults.

CONCLUSIONS

Results suggest quantitative and qualitative changes in auditory voluntary and involuntary attention and distraction during development. The processing steps involved in distraction (pre-attentive change detection, attention switch, reorienting) are functional in children aged 6-8 but reveal characteristic differences to those of young adults. In general, distractibility as indicated by behavioral and ERP measures decreases from childhood to adulthood.

SIGNIFICANCE

Behavioral and ERP markers for different processing stages involved in voluntary and involuntary attention reveal characteristic developmental changes from childhood to young adulthood.

Die Aufmerksamkeitsleistungen von 6-10-jährigen Kindern in der TAP

Attentional Performance of 6-10-Year-Old Children on the TAP

Abstract: The aim of the study was to establish norms for the Attention Test Battery (TAP) for children aged 6 to 10. The effects of the age, gender and computer experience of the children were analyzed and order effects were investigated. The factor structure of the test results was explored. The sample was comprised of 79 girls and 71 boys. In most of the subtests, older children showed a nonspecific reduction of their reaction times and a specific improvement in their controlled information processing abilities compared with the younger children. In some subtests, gender effects were found: Boys had faster reaction times, and made more errors. These results are compatible with the well known differences between boys and girs in the early school years in the development of attention. Therefore, it would make sense to establish separate norms for boys and girls. Computer experience had no effect on the test results of the children. The factore analysis provided evidence that it is possible even in children to differenciate between various aspects of attention. The test results showed order effects. Therefore it would be important to conduct the subtests in a standardized order.

Impulsivity and the initiation of fights in children with disruptive behavior disorders

This study examined whether children who initiate physical fights are impulsive as measured by a continuous performance test. A series of 111 7-13-year-old psychiatric patients were diagnosed using DSM-III-R criteria and divided according to whether they showed a persistent pattern of initiating physical fights. Children who initiated fights were impulsive irrespective of whether ADHD was present or not, although ADHD was also associated with increased impulsivity. Oppositional-defiant disorder and conduct disorder diagnoses were not associated with impulsivity. These findings are discussed in terms of an underlying impulsive personality trait and its possible relationship to outcome in children with disruptive behavior disorders.