The attentive brain: insights from developmental cognitive neuroscience

Context Shapes (Proto)Conversations in the First Year of Life

Speech development occurs in highly variable environments; however, little is known about the effect of situational context on emerging infant vocalizations. At 4 time points (4, 6, 9, and 12 months), we longitudinally measured vocalizations of 104 White infant-caregiver dyads (41 girls) during three play contexts: book-sharing, toy play, and rattle-shaking. The frequency of infant vocalizations differed between contexts only at 12 months of age. Meanwhile, caregivers systematically spoke more frequently during book-sharing than in other contexts from 4 months of age onwards. Book-sharing elicited more conversational turns at the dyadic level than in other contexts from 9 months of age. Our results show emergence of vocal differentiation of play context by infants and the role of book-sharing in facilitating early vocal turn-taking.

Gaze behavior in infancy associates with developmental outcome at the age of two years in early-onset epilepsies

PURPOSE

The neurodevelopmental outcome of infants with early-onset epilepsies varies widely, ranging from typical development to global developmental delay. Visual skills, which emerge during infancy, are crucial for the development of cognitive functions. The aim of this observational cohort study was to explore gaze behavior in infants with early-onset epilepsy and evaluate if eye tracking could support prognostication of their neurodevelopment.

METHODS

Fifty-one infants (22 females, mean seizure onset-age 5, SD ± 2, months) from a prospective epilepsy cohort underwent repeated eye tracking and Hammersmith Infantile/Neonatal Neurological examination (HINE/HNNE). Neurodevelopment at age two was categorized as typical development (mean Bayley [BSID-III] cognitive and language or Griffiths [GMDS-III] scales score ≥ 85) and developmental delay. At initial (age 3-10 months) and 12-month visit, we compared reliability of fixation, probability of gaze shifts and saccadic reaction times (SRTs) in a non-competitive SRT-task between developmental groups. Gaze behavior was also compared across etiologies, syndrome groups and between those with optimal versus suboptimal first HINE/HNNE.

RESULTS

Infants with typical developmental outcome (n = 23) had higher reliability of fixation (p = 0.007) and higher probability of gaze shifts (p = 0.012) at initial eye tracking than those with delay (n = 28). SRTs became faster during the follow-up but did not differ significantly between the developmental groups. Gaze behavior associated with epilepsy syndrome, etiology, and initial HINE/HNNE result.

CONCLUSIONS

Ability to fixate reliably and shift gaze soon after the epilepsy diagnosis is associated with developmental outcome in infants with early-onset epilepsy, suggesting that eye tracking could be useful as an additional prognostic tool.

The role of socioeconomic status in shaping associations between sensory association cortex and prefrontal structure and implications for executive function

Socioeconomic status (SES) is associated with widespread differences in structure of temporal, parietal, occipital, and frontal cortices. Development of sensory processing regions-in particular visual association cortex (VAC) and auditory association cortex (AAC)-may scaffold development of the prefrontal cortex (PFC). Experiences that correlate with SES like cognitive stimulation and language may influence VAC and AAC development, in turn allowing the PFC to resolve conflicts between similar stimuli. SES-related differences in these regions may partly explain differences in executive function (EF) skills. Here, we use structural equation modeling of longitudinal data from the Adolescent Brain and Cognitive Development study to test the hypothesis that SES-related differences in AAC and VAC are associated with differences in structure of the PFC and development of the PFC over time, which in turn are associated with development of EF. We found partial support for this model, demonstrating that SES-related differences in PFC structure are mediated by differences in sensory cortex structure, and that SES-related differences in sensory cortex structure mediate the association between SES and EF. These findings highlight the role sensory processing regions play in SES-related differences in PFC development. Future studies should explore proximal environmental factors driving SES-related differences to inform interventions.

The developing visual system: A building block on the path to autism

Longitudinal neuroimaging studies conducted over the past decade provide evidence of atypical visual system development in the first years of life in autism spectrum disorder (ASD). Findings from genomic analyses, family studies, and postmortem investigations suggest that changes in the visual system in ASD are linked to genetic factors, making the visual system an important neural phenotype along the path from genes to behavior that deserves further study. This article reviews what is known about the developing visual system in ASD in the first years of life; it also explores the potential canalizing role that atypical visual system maturation may have in the emergence of ASD by placing findings in the context of developmental cascades involving brain development, attention, and social and cognitive development. Critical gaps in our understanding of human visual system development are discussed, and future research directions are proposed to improve our understanding of ASD as a complex neurodevelopmental disorder with origins in early brain development.

Genetic and environmental contributions to individual differences in visual attention and oculomotor control in early infancy

Infants differ in their level of eye movement control, which at the extreme could be linked to autism. We assessed eye movements in 450 twins (225 pairs, 57% monozygotic, 46% female, aged 5-6 months) using the gap-overlap eye-tracking task. Shorter latency in the gap condition was associated with having more parent-rated autistic traits at 2 years. Latency across the task's three conditions was primarily explained by one highly heritable latent factor likely representing individual differences in basic oculomotor efficiency and/or in visual information processing. Additionally, disengagement of attention was linked to unique genetic factors, suggesting that genetic factors involved in visual attention are different from those involved in basic visual information processing and oculomotor efficiency.

Dissociable genetic influences on eye movements during abstract versus naturalistic social scene viewing in infancy

Eye-movement metrics like fixation location and duration are increasingly being used in infancy research. We tested whether fixation durations during meaningful social stimulus viewing involve common or different familial influences than fixation durations during viewing of abstract stimulus. We analysed the duration of fixations, and the allocation of fixations to face and motion, from 536 dizygotic and monozygotic 5-month-old twins in: naturalistic scenes including low- and high-level social features, and abstract scenes only having low-level features. We observed significant genetic influences in both conditions (h2naturalistic = 0.30, 95% confidence interval (CI) 0.14 to 0.44; h2abstract = 0.25, 95% CI 0.09 to 0.39), while shared environmental influences were negligible. Although some genetic influences were shared between the two conditions, unique genetic factors were linked to naturalistic scene viewing, indicating that fixation durations index different phenomena dependent on the context. Heritability for face looking was moderate (h2 = 0.19, 95% CI 0.03 to 0.34), and no familial influences were found for motion looking. Exploratory polygenic score analyses revealed no significant associations with fixation measures. This study underscores the dissociable genetic influences on infants' visual exploration of abstract versus naturalistic stimuli and the importance of considering context when interpreting eye-tracking data.

Development of the relationship between visual selective attention and auditory change detection

Understanding the developmental trajectories of the auditory and visual systems is crucial to elucidate cognitive maturation and its associated relationships, which are essential for effectively navigating dynamic environments. Our one recent study has shown a positive correlation between the event-related potential (ERP) amplitudes associated with visual selective attention (posterior contralateral N2) and auditory change detection (mismatch negativity) in adults, suggesting an intimate relationship and potential shared mechanism between visual selective attention and auditory change detection. However, the evolution of these processes and their relationship over time remains unclear. In this study, we recorded electroencephalography signals from 118 participants (42 adults and 76 typically developing children) during separate visual localization and auditory-embedded fixation tasks. Further, we employed both ERP analysis and multivariate pattern machine learning to investigate developmental patterns. ERP amplitude and decoding accuracy provided convergent evidence underlying a linear developmental trajectory for visual selective attention and an inverted U-shaped trajectory for auditory change detection from childhood to adulthood. Importantly, our findings confirmed the established association of an N2 pc-MMN in adults using a larger sample size, and further identified a positive correlation between decoding accuracy for visual target location and decoding accuracy for auditory stimulus type specifically in adults. However, both visual-auditory correlation effects were absent in children. Our study provides neurophysiological insights into the distinct developmental trajectories of visual selective attention and auditory change detection. It highlights that the close relationship between individual differences in the two processes emerges alongside their respective maturation and does not become evident until adulthood.

Oculomotor Function in Children and Adolescents with Autism, ADHD or Co-occurring Autism and ADHD

Oculomotor characteristics, including accuracy, timing, and sensorimotor processing, are considered sensitive intermediate phenotypes for understanding the etiology of neurodevelopmental conditions, such as autism and ADHD. Oculomotor characteristics have predominantly been studied separately in autism and ADHD. Despite the high rates of co-occurrence between these conditions, only one study has investigated oculomotor processes among those with co-occurring autism + ADHD. Four hundred and five (n = 405; 226 males) Australian children and adolescents aged 4 to 18 years (M = 9.64 years; SD = 3.20 years) with ADHD (n = 64), autism (n = 66), autism + ADHD (n = 146), or neurotypical individuals (n = 129) were compared across four different oculomotor tasks: visually guided saccade, anti-saccade, sinusoidal pursuit and step-ramp pursuit. Confirmatory analyses were conducted using separate datasets acquired from the University of Nottingham UK (n = 17 autism, n = 22 ADHD, n = 32 autism + ADHD, n = 30 neurotypical) and University of Kansas USA (n = 29 autism, n = 41 neurotypical). Linear mixed effect models controlling for sex, age and family revealed that children and adolescents with autism + ADHD exhibited increased variability in the accuracy of the final saccadic eye position compared to neurotypical children and adolescents. Autistic children and adolescents demonstrated a greater number of catch-up saccades during step-ramp pursuit compared to neurotypical children and adolescents. These findings suggest that select differences in saccadic precision are unique to autistic individuals with co-occurring ADHD, indicating that measuring basic sensorimotor processes may be useful for parsing neurodevelopment and clinical heterogeneity in autism.

Perceptual Experiences of Autistic People With an Intellectual Disability and People With Williams Syndrome: A Reflexive Thematic Analysis

BACKGROUND

Autistic people without intellectual disabilities have increased perceptual capacity: they can process more information at any given time compared to non-autistic people. We examined whether increased perceptual capacity is evident across the autistic spectrum (i.e. for autistic people with intellectual disabilities) and whether it is specific to autism, or also experienced by people with Williams Syndrome (WS).

METHODS

Five autistic adults with intellectual disabilities and five adults with WS took part in accessible, qualitative interviews. Responses were analysed using thematic analysis.

RESULTS

Both groups expressed enjoyment of focussed attention, with autistic participants preferring multiple simultaneous inputs. Responses suggested increased perceptual capacity for autistic participants only. The sensory environment was reported to be anxiety-inducing for both groups.

CONCLUSIONS

This study gives preliminary evidence that increased perceptual capacity may be universal across the autistic spectrum, and specific to autism. Understanding differences in capacity offers more targeted suggestions to support sensory challenges.

Stimulus intensity and temporal configuration interact during bimodal learning and memory in honey bees

Multimodal integration is a core neural process with a keen relevance during ecological tasks requiring learning and memory, such as foraging. The benefits of learning multimodal signals imply solving whether the components come from a single event. This challenge presumably depends on the timing and intensity of the stimuli. Here, we used simultaneous and alternate presentations of olfactory and visual stimuli, at low and high intensities, to understand how temporal and intensity variations affect the learning of a bimodal stimulus and its components. We relied on the conditioning of the proboscis extension response (PER) to train honey bees to an appetitive learning task with bimodal stimuli precisely controlled. We trained bees to stimuli with different synchronicity and intensity levels. We found that synchronicity, order of presentation, and intensity significantly impacted the probability of exhibiting conditioned PER responses and the latency of the conditioned responses. At low intensities, synchronous bimodal inputs produced maximal multisensory enhancement, while asynchronous temporal orders led to lower performances. At high intensities, the relative advantage of the synchronous stimulation diminished, and asynchronous stimuli produced similar performances. Memory retention was higher for the olfactory component and bimodal stimuli compared to the visual component, irrespective of the training's temporal configuration. Bees retained the asynchronous bimodal configuration to a lesser extent than the synchronous one, depending on the stimulus intensity. We conclude that time (synchrony), order of presentation, and intensity have interdependent effects on bee learning and memory performance. This suggests caution when assessing the independent effects of each factor.

Directing Attention Shapes Learning in Adults but Not Children

Children sometimes learn distracting information better than adults do, perhaps because of the development of selective attention. To understand this potential link, we ask how the learning of children (aged 7-9 years) and the learning of adults differ when information is the directed focus of attention versus when it is not. Participants viewed drawings of common objects and were told to attend to the drawings (Experiment 1: 42 children, 35 adults) or indicate when shapes (overlaid on the drawings) repeated (Experiment 2: 53 children, 60 adults). Afterward, participants identified fragments of these drawings as quickly as possible. Adults learned better than children when directed to attend to the drawings; however, when drawings were task irrelevant, children showed better learning than adults in the first half of the test. And although directing attention to the drawings improved learning in adults, children learned the drawings similarly across experiments regardless of whether the drawings were the focus of the task or entirely irrelevant.

Infants' top-down perceptual modulation is specific to own-race faces

Recent studies have revealed the influence of higher-level cognitive systems in modulating perceptual processing (top-down perceptual modulation) in infancy. However, more research is needed to understand how top-down processes in infant perception contribute to early perceptual development. To this end, this study examined infants' top-down perception of own- and other-race faces to reveal whether top-down modulation is linked to the emergence of perceptual specialization. Infants first learned an association between a sound and faces, with the race of the faces manipulated between groups (own race vs. other race). We then tested infants' face perception across various levels of perceptual difficulty (manipulated by presentation duration) and indexed top-down perception by the change in perception when infants heard the sound previously associated with the face (predictive sound) versus an irrelevant sound. Infants exhibited top-down face perception for own-race faces (Experiment 1). However, we present new evidence that infants did not show evidence of top-down modulation for other-race faces (Experiment 2), suggesting an experience-based specificity of this capacity with more effective top-down modulation in familiar perceptual contexts. In addition, we ruled out the possibility that this face race effect was due to differences in infants' associative learning of the sound and faces between the two groups. This work has important implications for understanding the mechanisms supporting perceptual development and how they relate to top-down perception in infancy.

Children exhibit superior memory for attended but outdated information compared to adults

Research on the development of cognitive selectivity predominantly focuses on attentional selection. The present study explores another facet of cognitive selectivity-memory selection-by examining the ability to filter attended yet outdated information in young children and adults. Across five experiments involving 130 children and 130 adults, participants are instructed to use specific information to complete a task, and then unexpectedly asked to report this information in a surprise test. The results consistently demonstrate a developmental reversal-like phenomenon, with children outperforming adults in reporting this kind of attended yet outdated information. Furthermore, we provide evidence against the idea that the results are due to different processing strategies or attentional deployments between adults and children. These results suggest that the ability of memory selection is not fully developed in young children, resulting in their inefficient filtering of attended yet outdated information that is not required for memory retention.

General low alertness in people with obstructive sleep apnea

STUDY OBJECTIVES

In patients with obstructive sleep apnea (OSA), a previous study using a Go/No-Go task reported an average attention deficit. However, the temporal dynamics of such a deficit are unknown. Here, we investigated whether attention deficits in different subdomains increased as the test progressed. We also investigated the effect of target frequency and speed of stimulus presentation on performance.

METHODS

Twenty-seven untreated people with OSA and 27 age- and sex-matched controls underwent a 15-minute Go/No-Go task, divided into 6 blocks. Each block was subdivided into 3 different interstimulus intervals (1, 2, and 4 seconds). Three blocks had a low and three had a high target probability (20% and 80%, respectively). Reaction time (alertness), variability of reaction time (sustained attention), commission errors (response inhibition), and omission errors (focused attention) were measured.

RESULTS

Alertness was lower in the group with OSA compared with controls, as evidenced by a significantly higher average reaction time. This effect was seen from the start of the task and continued until the end but did not increase in test progression. The temporal pattern of intrinsic alertness deficits in patients with OSA was found to be independent of target frequency or interstimulus interval.

CONCLUSIONS

The primary attention problem in OSA is on the alertness subdomain irrespective of the number of required responses or speed of stimulus presentation. The present results support the notion that OSA is distinct from other neurological and psychiatric conditions, such as depression or chronic pain. The results also suggest significant concerns regarding daily life activities (eg, driving).

CITATION

de Souza Bezerra ML, van Duinkerken E, Simões E, Schmidt SL. General low alertness in people with obstructive sleep apnea. J Clin Sleep Med. 2024;20(5):689-698.

Effects of prenatal psychosocial stress and COVID-19 infection on infant attention and socioemotional development

BACKGROUND

The COVID-19 pandemic dramatically altered the psychosocial environment of pregnant women and new mothers. In addition, prenatal infection is a known risk factor for altered fetal development. Here we examine joint effects of maternal psychosocial stress and COVID-19 infection during pregnancy on infant attention at 6 months postpartum.

METHOD

One-hundred and sixty-seven pregnant mothers and infants (40% non-White; n = 71 females) were recruited in New York City (n = 50 COVID+, n = 117 COVID-). Infants' attentional processing was assessed at 6 months, and socioemotional function and neurodevelopmental risk were evaluated at 12 months.

RESULTS

Maternal psychosocial stress and COVID-19 infection during pregnancy jointly predicted infant attention at 6 months. In mothers reporting positive COVID-19 infection, higher prenatal psychosocial stress was associated with lower infant attention at 6 months. Exploratory analyses indicated that infant attention in turn predicted socioemotional function and neurodevelopmental risk at 12 months.

CONCLUSIONS

These data suggest that maternal psychosocial stress and COVID-19 infection during pregnancy may have joint effects on infant attention at 6 months. This work adds to a growing literature on the effects of the COVID-19 pandemic on infant development, and may point to maternal psychosocial stress as an important target for intervention.

IMPACT

This study found that elevated maternal psychosocial stress and COVID-19 infection during pregnancy jointly predicted lower infant attention scores at 6 months, which is a known marker of risk for neurodevelopmental disorder. In turn, infant attention predicted socioemotional function and risk for neurodevelopmental disorder at 12 months. These data suggest that maternal psychosocial stress may modulate the effects of gestational infection on neurodevelopment and highlight malleable targets for intervention.

Visual and cognitive processes contribute to age-related improvements in visual selective attention

Children (N = 103, 4-9 years, 59 females, 84% White, c. 2019) completed visual processing, visual feature integration (color, luminance, motion), and visual search tasks. Contrast sensitivity and feature search improved with age similarly for luminance and color-defined targets. Incidental feature integration improved more with age for color-motion than luminance-motion. Individual differences in feature search (β  = .11) and incidental feature integration (β  = .06) mediated age-related changes in conjunction visual search, an index of visual selective attention. These findings suggest that visual selective attention is best conceptualized as a series of developmental trajectories, within an individual, that vary by an object's defining features. These data have implications for design of educational and interventional strategies intended to maximize attention for learning and memory.

Theta oscillatory dynamics serving cognitive control index psychosocial distress in youth

Background

Psychosocial distress among youth is a major public health issue characterized by disruptions in cognitive control processing. Using the National Institute of Mental Health's Research Domain Criteria (RDoC) framework, we quantified multidimensional neural oscillatory markers of psychosocial distress serving cognitive control in youth.

Methods

The sample consisted of 39 peri-adolescent participants who completed the NIH Toolbox Emotion Battery (NIHTB-EB) and the Eriksen flanker task during magnetoencephalography (MEG). A psychosocial distress index was computed with exploratory factor analysis using assessments from the NIHTB-EB. MEG data were analyzed in the time-frequency domain and peak voxels from oscillatory maps depicting the neural cognitive interference effect were extracted for voxel time series analyses to identify spontaneous and oscillatory aberrations in dynamics serving cognitive control as a function of psychosocial distress. Further, we quantified the relationship between psychosocial distress and dynamic functional connectivity between regions supporting cognitive control.

Results

The continuous psychosocial distress index was strongly associated with validated measures of pediatric psychopathology. Theta-band neural cognitive interference was identified in the left dorsolateral prefrontal cortex (dlPFC) and middle cingulate cortex (MCC). Time series analyses of these regions indicated that greater psychosocial distress was associated with elevated spontaneous activity in both the dlPFC and MCC and blunted theta oscillations in the MCC. Finally, we found that stronger phase coherence between the dlPFC and MCC was associated with greater psychosocial distress.

Conclusions

Greater psychosocial distress was marked by alterations in spontaneous and oscillatory theta activity serving cognitive control, along with hyperconnectivity between the dlPFC and MCC.

The role of local meaning in infants' fixations of natural scenes

As infants view visual scenes every day, they must shift their eye gaze and visual attention from location to location, sampling information to process and learn. Like adults, infants' gaze when viewing natural scenes (i.e., photographs of everyday scenes) is influenced by the physical features of the scene image and a general bias to look more centrally in a scene. However, it is unknown how infants' gaze while viewing such scenes is influenced by the semantic content of the scenes. Here, we tested the relative influence of local meaning, controlling for physical salience and center bias, on the eye gaze of 4- to 12-month-old infants (N = 92) as they viewed natural scenes. Overall, infants were more likely to fixate scene regions rated as higher in meaning, indicating that, like adults, the semantic content, or local meaning, of scenes influences where they look. More importantly, the effect of meaning on infant attention increased with age, providing the first evidence for an age-related increase in the impact of local meaning on infants' eye movements while viewing natural scenes.

Focused attention as a new sitter: How do infants balance it all?

This study investigated the impact of postural control on infants' Focused Attention (FA). Study 1 examined whether and how sitting independently versus with support impacted 6- to 8-month-old infants' ability to focus attention during object exploration. FA measures did not depend on support condition. However, sitting experience was significantly negatively correlated with FA measures in the supported condition, suggesting that infants with more sitting experience performed fewer exploratory movements, possibly due to faster information processing ability compared to infants with less sitting experience. These unexpected findings prompted an exploration of more subtle looking behaviors during FA in Study 2-a case study of three infants who wore a head-mounted eye-tracker during an FA task. The ability to rapidly shift visual attention was key to gathering environmental information useful for problem solving-an interpretation that is supported by prior findings of the relationship between fast looks and faster information processing.

Attention and motor profiles in children with developmental coordination disorder: A neuropsychological and neuroimaging investigation

AIM

This study aimed to (1) quantify attention and executive functioning in children with developmental coordination disorder (DCD), (2) assess whether some children with DCD are more likely to show attention difficulties, and (3) characterize brain correlates of motor and attention deficits.

METHOD

Fifty-three children (36 with DCD and 17 without) aged 8 to 10 years underwent T1-weighted and diffusion-weighted magnetic resonance imaging, and standardized attention and motor assessments. Parents completed questionnaires of executive functioning and symptoms of inattention and hyperactivity. We assessed regional cortical thickness and surface area, and cerebellar, callosal, and primary motor tract structure.

RESULTS

Analyses of covariance and one-sample t-tests identified impaired attention, non-motor processing speed, and executive functioning in children with DCD, yet partial Spearman's rank correlation coefficients revealed these were unrelated to one another or the type or severity of the motor deficit. Robust regression analyses revealed that cortical morphology in the posterior cingulate was associated with both gross motor skills and inattentive symptoms in children with DCD, while gross motor skills were also associated with left corticospinal tract (CST) morphology.

INTERPRETATION

Children with DCD may benefit from routine attention and hyperactivity assessments. Alterations in the posterior cingulate and CST may be linked to impaired forward modelling during movements in children with DCD. Overall, alterations in these regions may explain the high rate of non-motor impairments in children with DCD.

WHAT THIS PAPER ADDS

Children with developmental coordination disorder have difficulties in attention, processing speed, and executive functioning. Non-motor impairments were not interrelated or correlated with the type or severity of motor deficit. Posterior cingulate morphology was associated with gross motor skills and inattention. Gross motor skills were also associated with left corticospinal tract morphology.

A critical period for developing face recognition

Face learning has important critical periods during development. However, the computational mechanisms of critical periods remain unknown. Here, we conducted a series of in silico experiments and showed that, similar to humans, deep artificial neural networks exhibited critical periods during which a stimulus deficit could impair the development of face learning. Face learning could only be restored when providing information within the critical period, whereas, outside of the critical period, the model could not incorporate new information anymore. We further provided a full computational account by learning rate and demonstrated an alternative approach by knowledge distillation and attention transfer to partially recover the model outside of the critical period. We finally showed that model performance and recovery were associated with identity-selective units and the correspondence with the primate visual systems. Our present study not only reveals computational mechanisms underlying face learning but also points to strategies to restore impaired face learning.

Playing hide and seek: Contextual regularity learning develops between 3 and 5 years of age

The ability to acquire contextual regularities is fundamental in everyday life because it helps us to navigate the environment, directing our attention where relevant events are more likely to occur. Sensitivity to spatial regularities has been largely reported from infancy. Nevertheless, it is currently unclear when children can use this rapidly acquired contextual knowledge to guide their behavior. Evidence of this ability is indeed mixed in school-aged children and, to date, it has never been explored in younger children and toddlers. The current study investigated the development of contextual regularity learning in children aged 3 to 5 years. To this aim, we designed a new contextual learning paradigm in which young children were presented with recurring configurations of bushes and were asked to guess behind which bush a cartoon monkey was hiding. In a series of two experiments, we manipulated the relevance of color and visuospatial cues for the underlying task goal and tested how this affected young children's behavior. Our results bridge the gap between the infant and adult literatures, showing that sensitivity to spatial configurations persists from infancy to childhood, but it is only around the fifth year of life that children naturally start to integrate multiple cues to guide their behavior.

Integrating Social Cognition Into Domain-General Control: Interactive Activation and Competition for the Control of Action (ICON)

Social cognition differs from general cognition in its focus on understanding, perceiving, and interpreting social information. However, we argue that the significance of domain-general processes for controlling cognition has been historically undervalued in social cognition and social neuroscience research. We suggest much of social cognition can be characterized as specialized feature representations supported by domain-general cognitive control systems. To test this proposal, we develop a comprehensive working model, based on an interactive activation and competition architecture and applied to the control of action. As such, we label the model "ICON" (interactive activation and competition model for the control of action). We used the ICON model to simulate human performance across various laboratory tasks. Our simulations emphasize that many laboratory-based social tasks do not require socially specific control systems, such as those that are argued to rely on neural networks associated with theory-of-mind. Moreover, our model clarifies that perceived disruptions in social cognition, even in what appears to be disruption to the control of social cognition, can stem from deficits in social representation instead. We advocate for a "default stance" in social cognition, where control is usually general, but representation is specific. This study underscores the importance of integrating social cognition within the broader realm of domain-general control processing, offering a unified perspective on task processing.

Cognitive stimulation as a mechanism linking socioeconomic status and neural function supporting working memory: a longitudinal fMRI study

Childhood experiences of low socioeconomic status are associated with alterations in neural function in the frontoparietal network and ventral visual stream, which may drive differences in working memory. However, the specific features of low socioeconomic status environments that contribute to these disparities remain poorly understood. Here, we examined experiences of cognitive deprivation (i.e. decreased variety and complexity of experience), as opposed to experiences of threat (i.e. violence exposure), as a potential mechanism through which family income contributes to alterations in neural activation during working memory. As part of a longitudinal study, 148 youth between aged 10 and 13 years completed a visuospatial working memory fMRI task. Early childhood low income, chronicity of low income in early childhood, and current income-to-needs were associated with task-related activation in the ventral visual stream and frontoparietal network. The association of family income with decreased activation in the lateral occipital cortex and intraparietal sulcus during working memory was mediated by experiences of cognitive deprivation. Surprisingly, however, family income and deprivation were not significantly related to working memory performance, and only deprivation was associated with academic achievement in this sample. Taken together, these findings suggest that early life low income and associated cognitive deprivation are important factors in neural function supporting working memory.

Attention control in autism: Eye-tracking findings from pre-school children in a low- and middle-income country setting

LAY ABSTRACT

The development of cognitive processes, such as attention control and learning, has been suggested to be altered in children with a diagnosis of autism spectrum disorder. However, nearly all of our understanding of the development of these cognitive processes comes from studies with school-aged or older children in high-income countries, and from research conducted in a controlled laboratory environment, thereby restricting the potential generalisability of results and away from the majority of the world's population. We need to expand our research to investigate abilities beyond these limited settings. We address shortcomings in the literature by (1) studying attention control and learning in an understudied population of children in a low- and middle-income country setting in India, (2) focusing research on a critical younger age group of children and (3) using portable eye-tracking technology that can be taken into communities and healthcare settings to increase the accessibility of research in hard-to-reach populations. Our results provide novel evidence on differences in attention control and learning responses in groups of children with and without a diagnosis of autism spectrum disorder. We show that learning responses in children that we assessed through a portable eye-tracking task, called the 'antisaccade task', may be specific to autism. This suggests that the methods we use may have the potential to identify and assess autism-specific traits across development, and be used in research in low-resource settings.

Attention to novelty interferes with toddlers' emerging memory decision-making

Memory decision-making in 26- to 32-month-olds was investigated using visual-paired comparison paradigms, requiring toddlers to select familiar stimuli (Active condition) or view familiar and novel stimuli (Passive condition). In Experiment 1 (N = 108, 54.6% female, 62% White; replication N = 98), toddlers with higher accuracy in the Active condition showed reduced novelty preference in that condition, but not in the Passive condition (d = -.11). In Experiment 2 (N = 78; 52.6% female; 70.5% White), a brief 5% increase in target size boosted gaze transitions across conditions (d = .50) and accuracy in the Active condition (d = .53). Overall, evidence suggests that better attentional distribution can support decision-making. Research was conducted between 2014 and 2020 in Northern California.

Infants' looking preferences for social versus non-social objects reflect genetic variation

To what extent do individual differences in infants' early preference for faces versus non-facial objects reflect genetic and environmental factors? Here in a sample of 536 5-month-old same-sex twins, we assessed attention to faces using eye tracking in two ways: initial orienting to faces at the start of the trial (thought to reflect subcortical processing) and sustained face preference throughout the trial (thought to reflect emerging attention control). Twin model fitting suggested an influence of genetic and unique environmental effects, but there was no evidence for an effect of shared environment. The heritability of face orienting and preference were 0.19 (95% confidence interval (CI) 0.04 to 0.33) and 0.46 (95% CI 0.33 to 0.57), respectively. Face preference was associated positively with later parent-reported verbal competence (β = 0.14, 95% CI 0.03 to 0.25, P = 0.014, R2 = 0.018, N = 420). This study suggests that individual differences in young infants' selection of perceptual input-social versus non-social-are heritable, providing a developmental perspective on gene-environment interplay occurring at the level of eye movements.

The cascading development of visual attention in infancy: Learning to look and looking to learn

The development of visual attention in infancy is typically indexed by where and how long infants look, focusing on changes in alerting, orienting, or attentional control. However, visual attention and looking are both complex systems that are multiply determined. Moreover, infants' visual attention, looking, and learning are intimately connected. Infants learn to look, reflecting cascading effects of changes in attention, the visual system and motor control, as well as the information infants learn about the world around them. Furthermore infants' looking behavior provides the input infants use to perceive and learn about the world. Thus, infants look to learn about the world around them. A deeper understanding of development will be gained by appreciating the cascading effects of changes across these intertwined domains.

Developmental alterations in the neural oscillatory dynamics underlying attentional reorienting

The neural and cognitive processes underlying the flexible allocation of attention undergo a protracted developmental course with changes occurring throughout adolescence. Despite documented age-related improvements in attentional reorienting throughout childhood and adolescence, the neural correlates underlying such changes in reorienting remain unclear. Herein, we used magnetoencephalography (MEG) to examine neural dynamics during a Posner attention-reorienting task in 80 healthy youth (6-14 years old). The MEG data were examined in the time-frequency domain and significant oscillatory responses were imaged in anatomical space. During the reorienting of attention, youth recruited a distributed network of regions in the fronto-parietal network, along with higher-order visual regions within the theta (3-7 Hz) and alpha-beta (10-24 Hz) spectral windows. Beyond the expected developmental improvements in behavioral performance, we found stronger theta oscillatory activity as a function of age across a network of prefrontal brain regions irrespective of condition, as well as more limited age- and validity-related effects for alpha-beta responses. Distinct brain-behavior associations between theta oscillations and attention-related symptomology were also uncovered across a network of brain regions. Taken together, these data are the first to demonstrate developmental effects in the spectrally-specific neural oscillations serving the flexible allocation of attention.

Sensory processing challenges as a novel link between early caregiving experiences and mental health

Early caregiving adversity (ECA) is associated with elevated psychological symptomatology. While neurobehavioral ECA research has focused on socioemotional and cognitive development, ECA may also increase risk for "low-level" sensory processing challenges. However, no prior work has compared how diverse ECA exposures differentially relate to sensory processing, or, critically, how this might influence psychological outcomes. We examined sensory processing challenges in 183 8-17-year-old youth with and without histories of institutional (orphanage) or foster caregiving, with a particular focus on sensory over-responsivity (SOR), a pattern of intensified responses to sensory stimuli that may negatively impact mental health. We further tested whether sensory processing challenges are linked to elevated internalizing and externalizing symptoms common in ECA-exposed youth. Relative to nonadopted comparison youth, both groups of ECA-exposed youth had elevated sensory processing challenges, including SOR, and also had heightened internalizing and externalizing symptoms. Additionally, we found significant indirect effects of ECA on internalizing and externalizing symptoms through both general sensory processing challenges and SOR, covarying for age and sex assigned at birth. These findings suggest multiple forms of ECA confer risk for sensory processing challenges that may contribute to mental health outcomes, and motivate continuing examination of these symptoms, with possible long-term implications for screening and treatment following ECA.

EgoActive: Integrated Wireless Wearable Sensors for Capturing Infant Egocentric Auditory-Visual Statistics and Autonomic Nervous System Function 'in the Wild'

There have been sustained efforts toward using naturalistic methods in developmental science to measure infant behaviors in the real world from an egocentric perspective because statistical regularities in the environment can shape and be shaped by the developing infant. However, there is no user-friendly and unobtrusive technology to densely and reliably sample life in the wild. To address this gap, we present the design, implementation and validation of the EgoActive platform, which addresses limitations of existing wearable technologies for developmental research. EgoActive records the active infants' egocentric perspective of the world via a miniature wireless head-mounted camera concurrently with their physiological responses to this input via a lightweight, wireless ECG/acceleration sensor. We also provide software tools to facilitate data analyses. Our validation studies showed that the cameras and body sensors performed well. Families also reported that the platform was comfortable, easy to use and operate, and did not interfere with daily activities. The synchronized multimodal data from the EgoActive platform can help tease apart complex processes that are important for child development to further our understanding of areas ranging from executive function to emotion processing and social learning.

The componential nature of arithmetical cognition: some important questions

Research on typically developing children and adults and people with developmental and acquired dyscalculia converges in indicating that arithmetical ability is not unitary but is made up of many different components. Categories of components include non-symbolic quantity representation and processing; symbolic quantity representation and processing; counting procedures and principles; arithmetic operations; arithmetical knowledge and understanding; multiple forms and applications of conceptual knowledge of arithmetic; and domain-general abilities such as attention, executive functions and working memory. There is much evidence that different components can and often do show considerable functional independence, not only in developmental and acquired dyscalculia, but in typically achieving children and adults. At the same time, it is possible to find complex interactions and bidirectional relationships between the different components, including between domain-specific and apparently domain-general abilities. There is a great deal that still needs to be discovered. In particular, we need to learn more about the origins in infancy of subitizing and approximate magnitude comparison, the extent to which these interact, the extent to which they may be further divisible, and the extent and ways in which they themselves may develop with age and the extent to which they may influence later-developing components. There also needs to be a lot more research on exactly how domain-general and domain-specific abilities contribute to mathematical development, and how they interact with one another.

Relationship between autonomic arousal and attention orienting in children and adolescents with ADHD, autism and co-occurring ADHD and autism

INTRODUCTION

Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) may be characterized by different profiles of visual attention orienting. However, there are also many inconsistent findings emerging from the literature, probably due to the fact that the potential effect of autonomic arousal (which has been proposed to be dysregulated in these conditions) on oculomotor performance has not been investigated before. Moreover, it is not known how visual attention orienting is affected by the co-occurrence of ADHD and autism in people with a double diagnosis.

METHODS

99 children/adolescents with or without ADHD and/or autism (age 10.79 ± 2.05 years, 65% boys) completed an adapted version of the gap-overlap task (with baseline and overlap trials only). The social salience and modality of stimuli were manipulated between trials. Eye movements and pupil size were recorded. We compared saccadic reaction times (SRTs) between diagnostic groups and investigated if a trial-by-trial association existed between pre-saccadic pupil size and SRTs.

RESULTS

Faster orienting (shorter SRT) was found for baseline compared to overlap trials, faces compared to non-face stimuli and-more evidently in children without ADHD and/or autism-for multi-modal compared to uni-modal stimuli. We also found a linear negative association between pre-saccadic pupil size and SRTs, in autistic participants (without ADHD), and a quadratic association in children with ADHD (without autism), for which SRTs were slower when intra-individual pre-saccadic pupil size was smallest or largest.

CONCLUSION

Our findings are in line with previous literature and indicate a possible effect of dysregulated autonomic arousal on oculomotor mechanisms in autism and ADHD, which should be further investigated in future research studies with larger samples, to reliably investigate possible differences between children with single and dual diagnoses.

Child ViReal Support Program: A Randomized Controlled Trial Study for Effective Support of Parents Raising Children with Attention Deficits

Attention deficit hyperactivity disorder (ADHD) results in various functioning impairments in children's lives and families. Parents of children with ADHD report high levels of parenting stress, low levels of parental self-efficacy, and use of more authoritarian and/or permissive parenting practices than parents of typically developing children. Intervention programs need to address both children's and parents' needs and multimodal intervention programs could cover this demand. The aim of this study was to examine the efficacy of "Child ViReal Support Program"-a multi-level evidence-based comprehensive program-on parenting stress, parental self-efficacy, parenting practices, and the core symptoms of children's ADHD. Families with a child diagnosed with ADHD (n = 16) were randomly allocated to two groups (PC and CP; P = parent training, C = child training), and a cross-over design was utilized. Participating parents completed, in four different times during the study, the Parenting Stress Index-Short Form, the Parenting Sense of Competence Scale, the Parenting Styles and Dimensions Questionnaire-Short Version, and the parent form of the ADHD Rating Scale-IV. Parents from both groups, after their participation in the parent training, demonstrated reduced parenting stress, enhanced parental self-efficacy, and increased the employ of democratic parenting practices. More than that, they reported decreased levels of inattention and impulsivity/hyperactivity for their children. Evidence-based multi-level intervention programs could produce positive effects on parents and children by incorporating effective methods and tools in accordance with the needs and the demands of the family context.

Visual Perception Is Highly Flexible and Context Dependent in Young Infants: A Case of Top-Down-Modulated Motion Perception

Top-down modulation is an essential cognitive component in human perception. Despite mounting evidence of top-down perceptual modulation in adults, it is largely unknown whether infants can engage in this cognitive function. Here, we examined top-down modulation of motion perception in 6- to 8-month-old infants (recruited in North America) via their smooth-pursuit eye movements. In four experiments, we demonstrated that infants' perception of motion direction can be flexibly shaped by briefly learned predictive cues when no coherent motion is available. The current findings present a novel insight into infant perception and its development: Infant perceptual systems respond to predictive signals engendered from higher-level learning systems, leading to a flexible and context-dependent modulation of perception. This work also suggests that the infant brain is sophisticated, interconnected, and active when placed in a context in which it can learn and predict.

Neurophysiological signatures reflect differences in visual attention during absence seizures

OBJECTIVE

Absences affect visual attention and eye movements variably. Here, we explore whether the dissimilarity of these symptoms during absences is reflected in differences in electroencephalographic (EEG) features, functional connectivity, and activation of the frontal eye field.

METHODS

Pediatric patients with absences performed a computerized choice reaction time task, with simultaneous recording of EEG and eye-tracking. We quantified visual attention and eye movements with reaction times, response correctness, and EEG features. Finally, we studied brain networks involved in the generation and propagation of seizures.

RESULTS

Ten pediatric patients had absences during the measurement. Five patients had preserved eye movements (preserved group) and five patients showed disrupted eye movements (unpreserved group) during seizures. Source reconstruction showed a stronger involvement of the right frontal eye field during absences in the unpreserved group than in the preserved group (dipole fraction 1.02% and 0.34%, respectively, p < 0.05). Graph analysis revealed different connection fractions of specific channels.

CONCLUSIONS

The impairment of visual attention varies among patients with absences and is associated with differences in EEG features, network activation, and involvement of the right frontal eye field.

SIGNIFICANCE

Assessing the visual attention of patients with absences can be usefully employed in clinical practice for tailored advice to the individual patient.

Neither Enhanced Nor Lost: The Unique Role of Attention in Children's Neural Representations

A defining feature of children's cognition is the especially slow development of their attention. Despite a rich behavioral literature characterizing the development of attention, little is known about how developing attentional abilities modulate neural representations in children. This information is critical to understanding how attentional development shapes the way children process information. One possibility is that attention might be less likely to shape neural representations in children as compared with adults. In particular, representations of attended items may be less likely to be enhanced relative to unattended items. To investigate this possibility, we measured brain activity using fMRI while children (seven to nine years; male and female) and adults (21-31 years; male and female) performed a one-back task in which they were directed to attend to either motion direction or an object in a display where both were present. We used multivoxel pattern analysis to compare decoding accuracy of attended and unattended information. Consistent with attentional enhancement, we found higher decoding accuracy for task-relevant information (i.e., objects in the object-attended condition) than for task-irrelevant information (i.e., motion in the object-attended condition) in adults' visual cortices. However, in children's visual cortices, both task-relevant and task-irrelevant information were decoded equally well. What is more, whole-brain analysis showed that the children represented task-irrelevant information more than adults in multiple regions across the brain, including the prefrontal cortex. These findings show that (1) attention does not modulate neural representations in the child visual cortex, and (2) developing brains can, and do, represent more information than mature brains.SIGNIFICANCE STATEMENT Children have been shown to struggle with maintaining their attention to specific information, and at the same time, can show better learning of "distractors." While these are critical properties of childhood, their underlying neural mechanisms are unknown. To fill in this critical knowledge gap, we explored how attention shapes what is represented in children's and adults' brains using fMRI while both were asked to focus on just one of two things (objects and motion). We found that unlike adults, who prioritize the information they were asked to focus on, children represent both what they were asked to prioritize and what they were asked to ignore. This shows that attention has a fundamentally different impact on children's neural representations.

Psychometric properties of a combined go/no-go and continuous performance task across childhood

Despite the critical importance of attention for children's self-regulation and mental health, there are few task-based measures of this construct appropriate for use across a wide childhood age range including very young children. Three versions of a combined go/no-go and continuous performance task (GNG/CPT) were created with varying length and timing parameters to maximize their appropriateness for age groups spanning early to middle childhood. As part of the baseline assessment of a clinical trial, 452 children aged 3-12 years (50% male, 50% female; 52% White, non-Hispanic, 27% Black, 16% Hispanic/Latinx; 6% other ethnicity/race) completed the task. Confirmatory factor analysis indicated that all task versions assessed two latent factors, labeled response inhibition and sustained attention. Versions for older children elicited lower overall accuracy while equating levels of inhibitory demand. All versions showed limited floor and ceiling effects, as well as developmental sensitivity. Boys showed higher commission error rates and children from lower income households showed lower performance across multiple task metrics. Task metrics, especially d prime and accuracy summary scores, correlated with parent-reported executive function and externalizing behavior. Task scores show promise as valid and sensitive indicators of inhibition and sustained attention across heterogeneous pediatric age groups. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Toddlers' action learning and memory from active and observed instructions

From early in life, children learn to perform actions on the objects in their environments. Although children learn from observing others' actions, actively engaging with the material to be learned can be important for learning. This study tested whether instruction that included opportunities for children to be active supported toddlers' action learning. In a within-participants design, 46 22- to 26-month-old toddlers (average age = 23.3 months; 21 male) were introduced to target actions for which instruction was either active or observed (instruction order counterbalanced across children). During active instruction, toddlers were coached to perform a set of target actions. During observed instruction, toddlers saw a teacher perform the actions. Toddlers were then tested on their action learning and generalization. Surprisingly, action learning and generalization did not differ between instruction conditions. However, toddlers' cognitive maturity supported their learning from both types of instruction. One year later, children from the original sample were tested on their long-term memory for information learned from active and observed instructions. Of this sample, 26 children provided usable data for the follow-up memory task (average age = 36.7 months, range = 33-41; 12 male). Children demonstrated better memory for information learned from active instruction than for information learned from observed instruction (odds ratio = 5.23) 1 year after instruction. Active experience during instruction appears to be pivotal for supporting children's long-term memory.

Examining the role of attentional allocation in working memory precision with pupillometry in children and adults

Working memory (WM) precision, or the fidelity with which items can be remembered, is an important aspect of WM capacity that increases over childhood. Why individuals are more or less precise from moment to moment and why WM becomes more stable with age are not yet fully understood. Here, we examined the role of attentional allocation in visual WM precision in children aged 8 to 13 years and young adults aged 18 to 27 years, as measured by fluctuations in pupil dilation during stimulus encoding and maintenance. Using mixed models, we examined intraindividual links between change in pupil diameter and WM precision across trials and the role of developmental differences in these associations. Through probabilistic modeling of error distributions and the inclusion of a visuomotor control task, we isolated mnemonic precision from other cognitive processes. We found an age-related increase in mnemonic precision that was independent of guessing behavior, serial position effects, fatigue or loss of motivation across the experiment, and visuomotor processes. Trial-by-trial analyses showed that trials with smaller changes in pupil diameter during encoding and maintenance predicted more precise responses than trials with larger changes in pupil diameter within individuals. At encoding, this relationship was stronger for older participants. Furthermore, the pupil-performance coupling grew across the delay period-particularly or exclusively for adults. These results suggest a functional link between pupil fluctuations and WM precision that grows over development; visual details may be stored more faithfully when attention is allocated efficiently to a sequence of objects at encoding and throughout a delay period.

Preferential looking to eyes versus mouth in early infancy: heritability and link to concurrent and later development

BACKGROUND

From birth, infants orient preferentially to faces, and when looking at the face, they attend primarily to eyes and mouth. These areas convey different types of information, and earlier research suggests that genetic factors influence the preference for one or the other in young children.

METHODS

In a sample of 535 5-month-old infant twins, we assessed eye (relative to mouth) preference in early infancy, i.e., before neural systems for social communication and language are fully developed. We investigated the contribution of genetic and environmental factors to the preference for looking at eyes, and the association with concurrent traits and follow-up measures.

RESULTS

Eye preference was independent from all other concurrent traits measured, and had a moderate-to-high contribution from genetic influences (A = 0.57; 95% CI: 0.45, 0.66). Preference for eyes at 5 months was associated with higher parent ratings of receptive vocabulary at 14 months. No statistically significant association with later autistic traits was found. Preference for eyes was strikingly stable across different stimulus types (e.g., dynamic vs. still), suggesting that infants' preference at this age does not reflect sensitivity to low-level visual cues.

CONCLUSIONS

These results suggest that individual differences in infants' preferential looking to eyes versus mouth to a substantial degree reflect genetic variation. The findings provide new leads on both the perceptual basis and the developmental consequences of these attentional biases.

Attention along the cortical hierarchy: Development matters

We build on the existing biased competition view to argue that attention is an emergent property of neural computations within and across hierarchically embedded and structurally connected cortical pathways. Critically then, one must ask, what is attention emergent from? Within this framework, developmental changes in the quality of sensory input and feedforward-feedback information flow shape the emergence and efficiency of attention. Several gradients of developing structural and functional cortical architecture across the caudal-to-rostral axis provide the substrate for attention to emerge. Neural activity within visual areas depends on neuronal density, receptive field size, tuning properties of neurons, and the location of and competition between features and objects in the visual field. These visual cortical properties highlight the information processing bottleneck attention needs to resolve. Recurrent feedforward and feedback connections convey sensory information through a series of steps at each level of the cortical hierarchy, integrating sensory information across the entire extent of the cortical hierarchy and linking sensory processing to higher-order brain regions. Higher-order regions concurrently provide input conveying behavioral context and goals. Thus, attention reflects the output of a series of complex biased competition neural computations that occur within and across hierarchically embedded cortical regions. Cortical development proceeds along the caudal-to-rostral axis, mirroring the flow in sensory information from caudal to rostral regions, and visual processing continues to develop into childhood. Examining both typical and atypical development will offer critical mechanistic insight not otherwise available in the adult stable state. This article is categorized under: Psychology > Attention.

Attention: The grounds of self-regulated cognition

Everyone knows what paying attention is, yet not everybody knows what this means in cognitive and brain function terms. The attentive state can be defined as a state of optimal activation that allows selecting the sources of information and courses of action in order to optimize our interaction with the environment in accordance with either the saliency of the stimulation or internal goals and intentions. In this article we argue that paying attention consists in tuning the mind with the environment in a conscious and controlled mode in order to enable the strategic and flexible adaptation of responses in accordance with internal motivations and goals. We discuss the anatomy and neural mechanisms involved in attention functions and present a brief overview of the neurocognitive development of this seminal cognitive function on the grounds of self-regulated behavior. This article is categorized under: Psychology > Attention (BEAB) Brain Function and Dysfunction (BEAC) Cognitive Development (BAAD).

Biased Maintenance of Attention on Sad Faces in Clinically Depressed Youth: An Eye-Tracking Study

The role of negative attention biases (AB), central to cognitive models of adult depression, is yet unclear in youth depression. We investigated negative AB in depressed compared to healthy youth and tested whether AB are more pronounced in depressed than at-risk youth. Negative AB was assessed for sad and angry faces with an eye-tracking paradigm [Passive Viewing Task (PVT)] and a behavioural task [Visual Search Task (VST)], comparing three groups of 9-14-year-olds: youth with major depression (MD; n = 32), youth with depressed parents (high-risk; HR; n = 49) and youth with healthy parents (low-risk; LR; n = 42). The PVT revealed MD participants to maintain attention longer on sad faces compared to HR, but not LR participants. This AB correlated positively with depressive symptoms. The VST revealed no group differences. Our results provide preliminary evidence for a negative AB in maintenance of attention on disorder-specific emotional information in depressed compared to at-risk youth.

The Age of Reason: Functional Brain Network Development during Childhood

Human childhood is characterized by dramatic changes in the mind and brain. However, little is known about the large-scale intrinsic cortical network changes that occur during childhood because of methodological challenges in scanning young children. Here, we overcome this barrier by using sophisticated acquisition and analysis tools to investigate functional network development in children between the ages of 4 and 10 years ([Formula: see text]; 50 female, 42 male). At multiple spatial scales, age is positively associated with brain network segregation. At the system level, age was associated with segregation of systems involved in attention from those involved in abstract cognition, and with integration among attentional and perceptual systems. Associations between age and functional connectivity are most pronounced in visual and medial prefrontal cortex, the two ends of a gradient from perceptual, externally oriented cortex to abstract, internally oriented cortex. These findings suggest that both ends of the sensory-association gradient may develop early, in contrast to the classical theories that cortical maturation proceeds from back to front, with sensory areas developing first and association areas developing last. More mature patterns of brain network architecture, controlling for age, were associated with better visuospatial reasoning abilities. Our results suggest that as cortical architecture becomes more specialized, children become more able to reason about the world and their place in it.SIGNIFICANCE STATEMENT Anthropologists have called the transition from early to middle childhood the "age of reason", when children across cultures become more independent. We employ cutting-edge neuroimaging acquisition and analysis approaches to investigate associations between age and functional brain architecture in childhood. Age was positively associated with segregation between cortical systems that process the external world and those that process abstract phenomena like the past, future, and minds of others. Surprisingly, we observed pronounced development at both ends of the sensory-association gradient, challenging the theory that sensory areas develop first and association areas develop last. Our results open new directions for research into how brains reorganize to support rapid gains in cognitive and socioemotional skills as children reach the age of reason.

Signal in the noise: Dimensions of predictability in the home auditory environment are associated with neurobehavioral measures of early infant sustained attention

The home auditory environment influences the development of early language abilities, and excessive noise exposure is increasingly linked with deficits in language and reading scores in children. However, fewer studies have considered the role of noise exposure in shaping the development of attentional processing in early infancy, a foundational neurocognitive skill relevant for learning. Here, we used passive at-home auditory recording to investigate how multiple dimensions of infants' home auditory environments, including both the quantity and the predictability of auditory input, impacts neural and behavioral measures of sustained attention in a sociodemographically diverse sample of 3-month-old infants (N = 98 infants, 62 males; age M = 3.48 months, SD = 0.39; 52% Hispanic/Latino). Results indicated that infants who were exposed to more predictable patterns of auditory input in the home demonstrated longer overall time in sustained attention during laboratory assessments. In addition, infants' who experienced more predictable auditory input also demonstrated greater relative increases in electroencephalography frontal theta power during periods of sustained attention, a neural marker relevant to information processing and attentional control. These findings provide novel evidence into the importance of the predictability of early environmental inputs in shaping developing cortical circuitry and attentional systems from the first months of postnatal life.

Attentional control in middle childhood is highly dynamic-Strong initial distraction is followed by advanced attention control

The ability to shield against distraction while focusing on a task requires the operation of executive functions and is essential for successful learning. We investigated the short-term dynamics of distraction control in a data set of 269 children aged 4-10 years and 51 adults pooled from three studies using multilevel models. Participants performed a visual categorization task while a task-irrelevant sequence of sounds was presented which consisted of frequently repeated standard sounds and rarely interspersed novel sounds. On average, participants responded slower in the categorization task after novel sounds. This distraction effect was more pronounced in children. Throughout the experiment, the initially strong distraction effects declined to the level of adults in the groups of 6- to 10-year-olds. Such a decline was neither observed in the groups of the 4- and 5-year-olds, who consistently showed a high level of distraction, nor in adults, who showed a constantly low level of distraction throughout the experimental session. Results indicate that distraction control is a highly dynamic process that qualitatively and quantitatively differs between age groups. We conclude that the analysis of short-term dynamics provides valuable insights into the development of attention control and might explain inconsistent findings regarding distraction control in middle childhood. In addition, models of attention control need to be refined to account for age-dependent rapid learning mechanisms. Our findings have implications for the design of learning situations and provide an additional source of information for the diagnosis and treatment of children with attention deficit disorders.

Unifying framework for cognitive training interventions in brain aging

Cognitive training is a promising tool for slowing or preventing cognitive decline in older adults at-risk for dementia. Its success, however, has been limited by a lack of evidence showing that it reliably causes broad training effects: improvements in cognition across a range of domains that lead to real-world benefits. Here, we propose a framework for enhancing the effect of cognitive training interventions in brain aging. The focus is on (A) developing cognitive training task paradigms that are informed by population-level cognitive characteristics and pathophysiology, and (B) personalizing how these sets are presented to participants during training via feedback loops that aim to optimize "mismatch" between participant capacity and training demands using both adaptation and random variability. In this way, cognitive training can better alter whole-brain topology in a manner that supports broad training effects in the context of brain aging.

Social Attention: Developmental Foundations and Relevance for Autism Spectrum Disorder

The use of the term "social attention" (SA) in the cognitive neuroscience and developmental psychopathology literature has increased exponentially in recent years, in part motivated by the aim to understand the early development of autism spectrum disorder (ASD). Unfortunately, theoretical discussions around the term have lagged behind its various uses. Here, we evaluate SA through a review of key candidate SA phenotypes emerging early in life, from newborn gaze cueing and preference for face-like configurations to later emerging skills such as joint attention. We argue that most of the considered SA phenotypes are unlikely to represent unique socioattentional processes and instead have to be understood in the broader context of bottom-up and emerging top-down (domain-general) attention. Some types of SA behaviors (e.g., initiation of joint attention) are linked to the early development of ASD, but this may reflect differences in social motivation rather than attention per se. Several SA candidates are not linked to ASD early in life, including the ones that may represent uniquely socioattentional processes (e.g., orienting to faces, predicting others' manual action goals). Although SA may be a useful superordinate category under which one can organize certain research questions, the widespread use of the term without proper definition is problematic. Characterizing gaze patterns and visual attention in social contexts in infants at elevated likelihood of ASD may facilitate early detection, but conceptual clarity regarding the underlying processes at play is needed to sharpen research questions and identify potential targets for early intervention.

Visual tracking at 4 months in preterm infants predicts 6.5-year cognition and attention

BACKGROUND

Visual tracking of moving objects requires sustained attention and prediction of the object's trajectory. We tested the hypothesis that measures of eye-head tracking of moving objects are associated to long-term neurodevelopment in very preterm infants.

METHODS

Visual tracking performance was assessed at 4 month's corrected age in 57 infants with gestational age <32 weeks. An object moved in front of the infant with sinusoidal or triangular (i.e. abrupt) turns of the direction. Gaze gain, smooth pursuit gain, and timing of gaze to object motion were analyzed. At 6.5 years the Wechsler Intelligence Scale for Children (WISC-IV), the Brown Attention Deficit Disorder (Brown ADD), and visual examination were performed.

RESULTS

Gaze gain and smooth pursuit gain at 4 months were strongly related to all WISC-IV parameters at 6.5 years. Gaze gain for the triangular and sinusoidal motion patterns related similarly to the cognitive scores. For the sinusoidal motion pattern, timing related to most Brown ADD parameters. There were no statistically significant differences in associations dependent on motion pattern. Visual function did not influence the results.

CONCLUSION

The ability to attend to and smoothly track a moving object in infancy is an early marker of cognition and attention at 6.5 years.

IMPACT

Potential long-term implications of infant visual tracking of moving objects for school-age neurodevelopment has not been previously studied in very preterm infants. Early coordination of eye and head movements in gaze gain, smooth pursuit, and timing of gaze to object motion are closely associated with cognition and attention at 6.5 years. As related functions at 6.5 years include perceptual and verbal skills, working memory, processing speed and attention, predictive elements in gaze tracking of moving objects might be a suitable target for future intervention studies.