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Lecce M, Miazza D, Muzio C, Parigi M, Miazza A, Bergomi MG. Visuospatial, oculomotor, and executive reading skills evolve in elementary school, and errors are significant: a topological RAN study. Front Psychol 2024; 15:1383969. [PMID: 38903458 PMCID: PMC11188999 DOI: 10.3389/fpsyg.2024.1383969] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Accepted: 05/13/2024] [Indexed: 06/22/2024] Open
Abstract
We investigate the development of visuospatial and oculomotor reading skills in a cohort of elementary school children. Employing a longitudinal methodology, the study applies the Topological serial digit Rapid Automated Naming (Top-RAN) battery, which evaluates visuospatial reading skills leveraging metrics addressing crowding, distractors, and voluntary attention orientation. The participant pool comprises 142 students (66 males, 76 females), including 46 non-native speakers (21 males, 25 females), representing a diverse range of ethnic backgrounds. The Top-RAN dataset encompasses performance, error, and self-correction metrics for each subtest and student, underscoring the significance of these factors in the process of reading acquisition. Analytical methods include dimensionality reduction, clustering, and classification algorithms, consolidated into a Python package to facilitate reproducible results. Our results indicate that visuospatial reading abilities vary according to the task and demonstrate a marked evolution over time, as seen in the progressive decrease in execution times, errors, and self-corrections. This pattern supports the hypothesis that the growth of oculomotor, attentional, and executive skills is primarily fostered by educational experiences and maturation. This investigation provides valuable insights into the dynamic nature of these skills during pivotal educational stages.
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Chen C, Lee VG. Stability of individual differences in implicitly guided attention. Q J Exp Psychol (Hove) 2024; 77:1332-1351. [PMID: 37572022 DOI: 10.1177/17470218231196463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/14/2023]
Abstract
Daily activities often occur in familiar environments, affording us an opportunity to learn. Laboratory studies have shown that people readily acquire an implicit spatial preference for locations that frequently contained a search target in the past. These studies, however, have focused on group characteristics, downplaying the significance of individual differences. In a pre-registered study, we examined the stability of individual differences in two variants of an implicit location probability learning (LPL) task. We tested the possibility that individual differences were stable in variants that shared the same search process, but not in variants involving different search processes. In Experiment 1, participants performed alternating blocks of T-among-Ls and 5-among-2s search tasks. Unbeknownst to them, the search target appeared disproportionately often in one region of space; the high-probability regions differed between the two tasks. LPL transferred between the two tasks. In addition, individuals who showed greater LPL in the T-task also did so in the 5-task and vice versa. In Experiment 2, participants searched for either a camouflaged-T against background noise or a well-segmented T among well-segmented Ls. These two tasks produced task-specific learning that did not transfer between tasks. Moreover, individual differences in learning did not correlate between tasks. Thus, LPL is associated with stable individual differences across variants, but only when the variants share common search processes.
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Affiliation(s)
- Chen Chen
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Vanessa G Lee
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
- Center for Cognitive Sciences, University of Minnesota, Minneapolis, MN, USA
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Treviño M, Zhu X, Lu YY, Scheuer LS, Passell E, Huang G, Germine LT, Horowitz TS. Establishing construct validity of neuropsychological tests in cancer survivors. Psychooncology 2022; 31:1728-1736. [PMID: 35953896 DOI: 10.1002/pon.6015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Revised: 07/31/2022] [Accepted: 08/07/2022] [Indexed: 11/10/2022]
Abstract
OBJECTIVE Cancer-related cognitive impairments (CRCI) are frequently reported among cancer survivors, and attention is the most frequently assessed cognitive domain in CRCI. However, there is no consensus as to whether attention is impaired. We suggest that a major reason for this lack of agreement is a lack of construct validity for neuropsychological attention tests. We propose to assess the construct validity of neuropsychological attention tests with respect to experimental paradigms from cognitive psychology. METHODS Self-reported cancer survivors (N = 314) completed an online battery comprising six experimental attention paradigms and eight neuropsychological tests. Confirmatory factor analysis was used to evaluate the fit of five models derived from a general population sample (N = 636) in a previous study 1 . We then subjected the best-fitting model to a measurement invariance analysis. RESULTS The best-fitting model was a six intercorrelated factor structure, comprising Capacity, Search, Digit Span, Arithmetic, Sustained Attention, and Flanker Interference factors. Configural and weak invariance held, indicating that the factor loadings were invariant across groups. Strong invariance, indicating that intercepts were also invariant, held except for the Approximate Number Sense test. CONCLUSIONS According to our factor model, Spatial Span and Digit Symbol Coding measure attentional capacity, while the Trail Making Test (A&B) and Letter Cancellation tests measure visual search ability. However, Digit Span and Arithmetic tests do not measure attention. We hope that these results will lead to better scientific models, better patient education, and, ultimately, improved outcomes for survivors. This article is protected by copyright. All rights reserved.
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Affiliation(s)
- Melissa Treviño
- Basic Biobehavioral and Psychological Sciences Branch, National Cancer Institute, 9, 609 Medical Center Drive, Rockville, MD, 20850, United States of America
| | - Xiaoshu Zhu
- Statistics and Evaluation Sciences, Westat Inc., 6110 Executive Blvd # 400, Rockville, MD, 20852, United States of America
| | - Yi Yi Lu
- Institute for Technology in Psychiatry, McLean Hospital, 115 Mill St, Belmont, MA, 02478, United States of America.,Department of Psychiatry, Harvard Medical School, 401 Park Drive Boston, Boston, MA, 02215, United States of America
| | - Luke Sanders Scheuer
- Institute for Technology in Psychiatry, McLean Hospital, 115 Mill St, Belmont, MA, 02478, United States of America.,Department of Psychiatry, Harvard Medical School, 401 Park Drive Boston, Boston, MA, 02215, United States of America
| | - Eliza Passell
- Institute for Technology in Psychiatry, McLean Hospital, 115 Mill St, Belmont, MA, 02478, United States of America.,Department of Psychiatry, Harvard Medical School, 401 Park Drive Boston, Boston, MA, 02215, United States of America
| | - Grace Huang
- Public Health and Epidemiology, Westat Inc., 6110 Executive Blvd # 400, Rockville, MD, 20852, United States of America
| | - Laura Thi Germine
- Institute for Technology in Psychiatry, McLean Hospital, 115 Mill St, Belmont, MA, 02478, United States of America.,Department of Psychiatry, Harvard Medical School, 401 Park Drive Boston, Boston, MA, 02215, United States of America
| | - Todd Steven Horowitz
- Basic Biobehavioral and Psychological Sciences Branch, National Cancer Institute, 9, 609 Medical Center Drive, Rockville, MD, 20850, United States of America
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Sisk CA, Toh YN, Jun J, Remington RW, Lee VG. Impact of active and latent concerns about COVID-19 on attention. Cogn Res Princ Implic 2022; 7:48. [PMID: 35657440 PMCID: PMC9164188 DOI: 10.1186/s41235-022-00401-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 05/22/2022] [Indexed: 11/30/2022] Open
Abstract
The interactions between emotion and attention are complex due to the multifaceted nature of attention. Adding to this complexity, the COVID-19 pandemic has altered the emotional landscape, broadly heightening health and financial concerns. Can the heightened concerns about COVID-19 impair one or more of the components of attention? To explore the connection between heightened concerns about COVID-19 and attention, in a preregistered study, we collected survey responses from 234 participants assessing levels of concerns surrounding COVID-19, followed by four psychophysics tasks hypothesized to tap into different aspects of attention: visual search, working memory, sustained attention, and cognitive control. We also measured task-unrelated thoughts. Results showed that task-unrelated thoughts, but not survey reports of concern levels, negatively correlated with sustained attention and cognitive control, while visual search and working memory remained robust to task-unrelated thoughts and survey-indicated concern levels. As a whole, these findings suggest that being concerned about COVID-19 does not interfere with cognitive function unless the concerns are active in the form of task-unrelated thoughts.
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Affiliation(s)
- Caitlin A Sisk
- Department of Psychology, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA.
| | - Yi Ni Toh
- Department of Psychology, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA.
| | - Jihyang Jun
- Department of Psychology, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA
| | - Roger W Remington
- Department of Psychology, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA
- Center for Cognitive Sciences, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA
| | - Vanessa G Lee
- Department of Psychology, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA
- Center for Cognitive Sciences, University of Minnesota, 75 East River Road, S504 Elliott Hall, Minneapolis, MN, 55455, USA
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How do we measure attention? Using factor analysis to establish construct validity of neuropsychological tests. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2021; 6:51. [PMID: 34292418 PMCID: PMC8298746 DOI: 10.1186/s41235-021-00313-1] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 06/22/2021] [Indexed: 01/01/2023]
Abstract
We investigated whether standardized neuropsychological tests and experimental cognitive paradigms measure the same cognitive faculties. Specifically, do neuropsychological tests commonly used to assess attention measure the same construct as attention paradigms used in cognitive psychology and neuroscience? We built on the “general attention factor”, comprising several widely used experimental paradigms (Huang et al., 2012). Participants (n = 636) completed an on-line battery (TestMyBrain.org) of six experimental tests [Multiple Object Tracking, Flanker Interference, Visual Working Memory, Approximate Number Sense, Spatial Configuration Visual Search, and Gradual Onset Continuous Performance Task (Grad CPT)] and eight neuropsychological tests [Trail Making Test versions A & B (TMT-A, TMT-B), Digit Symbol Coding, Forward and Backward Digit Span, Letter Cancellation, Spatial Span, and Arithmetic]. Exploratory factor analysis in a subset of 357 participants identified a five-factor structure: (1) attentional capacity (Multiple Object Tracking, Visual Working Memory, Digit Symbol Coding, Spatial Span), (2) search (Visual Search, TMT-A, TMT-B, Letter Cancellation); (3) Digit Span; (4) Arithmetic; and (5) Sustained Attention (GradCPT). Confirmatory analysis in 279 held-out participants showed that this model fit better than competing models. A hierarchical model where a general cognitive factor was imposed above the five specific factors fit as well as the model without the general factor. We conclude that Digit Span and Arithmetic tests should not be classified as attention tests. Digit Symbol Coding and Spatial Span tap attentional capacity, while TMT-A, TMT-B, and Letter Cancellation tap search (or attention-shifting) ability. These five tests can be classified as attention tests.
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Overlapping attentional networks yield divergent behavioral predictions across tasks: Neuromarkers for diffuse and focused attention? Neuroimage 2020; 209:116535. [DOI: 10.1016/j.neuroimage.2020.116535] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 01/08/2020] [Accepted: 01/09/2020] [Indexed: 01/02/2023] Open
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Lui KFH, Wong ACN. Multiple processing limitations underlie multitasking costs. PSYCHOLOGICAL RESEARCH 2019; 84:1946-1964. [PMID: 31073770 DOI: 10.1007/s00426-019-01196-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2018] [Accepted: 04/29/2019] [Indexed: 11/29/2022]
Abstract
Human multitasking is typically defined as the practice of performing more than one task at the same time (dual task) or rapidly alternating between multiple tasks (task switching). The majority of research in multitasking has been focusing on individual paradigms, with surprisingly little effort in understanding their relationships. We adopted an individual-difference approach to reveal the limitations underlying multitasking costs measured in different paradigms. Exploratory factor analyses revealed not a general multitasking factor but instead three different processing limitations associated with response selection, retrieval and maintenance of task information, and task-set reconfiguration. The three factors were only weakly correlated with and thus not reducible to common measures of processing speed, working memory capacity and fluid intelligence. Males and females excelled in different aspects of multitasking, demonstrating the benefit of using a multifaceted view of multitasking competency in group comparison. Findings of the current study help resolve conflicting results between studies using different paradigms, and form the basis of more comprehensive measurement tools and training protocols covering different aspects of multitasking limitations. The study will also help future integration of multitasking abilities into the theoretical framework of executive function.
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Affiliation(s)
- Kelvin F H Lui
- Room 362A Sino Building, Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong.
| | - Alan C-N Wong
- Room 362A Sino Building, Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong
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Hill LJB, Coats RO, Mushtaq F, Williams JHG, Aucott LS, Mon-Williams M. Moving to Capture Children's Attention: Developing a Methodology for Measuring Visuomotor Attention. PLoS One 2016; 11:e0159543. [PMID: 27434198 PMCID: PMC4951138 DOI: 10.1371/journal.pone.0159543] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2015] [Accepted: 07/04/2016] [Indexed: 11/19/2022] Open
Abstract
Attention underpins many activities integral to a child's development. However, methodological limitations currently make large-scale assessment of children's attentional skill impractical, costly and lacking in ecological validity. Consequently we developed a measure of 'Visual Motor Attention' (VMA)-a construct defined as the ability to sustain and adapt visuomotor behaviour in response to task-relevant visual information. In a series of experiments, we evaluated the capability of our method to measure attentional processes and their contributions in guiding visuomotor behaviour. Experiment 1 established the method's core features (ability to track stimuli moving on a tablet-computer screen with a hand-held stylus) and demonstrated its sensitivity to principled manipulations in adults' attentional load. Experiment 2 standardised a format suitable for use with children and showed construct validity by capturing developmental changes in executive attention processes. Experiment 3 tested the hypothesis that children with and without coordination difficulties would show qualitatively different response patterns, finding an interaction between the cognitive and motor factors underpinning responses. Experiment 4 identified associations between VMA performance and existing standardised attention assessments and thereby confirmed convergent validity. These results establish a novel approach to measuring childhood attention that can produce meaningful functional assessments that capture how attention operates in an ecologically valid context (i.e. attention's specific contribution to visuomanual action).
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Affiliation(s)
- Liam J. B. Hill
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
- * E-mail:
| | - Rachel O. Coats
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
| | - Faisal Mushtaq
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
| | - Justin H. G. Williams
- Institute of Medical Sciences, University of Aberdeen, Aberdeen, Scotland, United Kingdom
| | - Lorna S. Aucott
- Institute of Medical Sciences, University of Aberdeen, Aberdeen, Scotland, United Kingdom
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
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