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Klein RM, McCormick CR, Almeida RDS, Lawen Z, Arora S. Introducing the portable AttentionTrip: An engaging tool for measuring the networks of attention. J Neurosci Methods 2024; 409:110194. [PMID: 38866205 DOI: 10.1016/j.jneumeth.2024.110194] [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] [Received: 01/07/2024] [Revised: 06/06/2024] [Accepted: 06/09/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Measurement of the efficacy of the networks of attention is a frequent component of research in cognitive and clinical neuroscience. Developed in 2002, the Attention Network Test (ANT), has become the most widely used tool for this purpose. NEW METHOD In 2017 a more engaging, game-like tool based on the ANT, called the AttentionTrip was described. The network scores from five studies which used AttentionTrip are shown to be robust. NEWER METHOD That version of AttentionTrip required a steering wheel and desk-top computer. Here we describe a new, portable version of the AttentionTrip that is administered using a hand-held tablet (iPad) RESULTS: Three samples of participants (total = 44) completed the portable version of AttentionTrip. The network scores generated using the portable AttentionTrip were also robust. Effect sizes compare favourably with those generated by the ANT and the desktop version. CONCLUSIONS The findings support the use of the portable AttentionTrip as an alternative to the ANT when user engagement is important, such as when participants are prone to boredom, and when repeated administrations are required.
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Rudolf P, Ludvík V, Daniel D. The Effects of Quiet Eye Training on Attention in Children with ADHD. J Hum Kinet 2023; 89:53-63. [PMID: 38053954 PMCID: PMC10694725 DOI: 10.5114/jhk/168267] [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: 01/04/2023] [Accepted: 02/28/2023] [Indexed: 12/07/2023] Open
Abstract
Based on linkage between attention control, gaze and visuomotor control, previous studies suggested that quiet eye training (QET) could improve attention control. The aim of the study was to investigate the effects of QET-based visuomotor intervention on different aspects of attention in children with ADHD. Fifty seven children with ADHD aged 9-12 years, were tested on focused, tonic and phasic attention, as well as attention control during a throwing task analysed via eye tracking, in pre- and post-test sessions, six weeks apart. The QET group that underwent specific 5-week QET-based intervention significantly increased focused attention including its accuracy aspect. Reaction times (RTs) and intraindividual RT variability under non-alert and alert conditions as measures of tonic and phasic attention did not change over time in either group. In contrast with the control (CON) group, an extended total time of eye fixations during the pre-throw and throw phase was found in the QET group after the intervention. The results of this study suggest that focused attention in children with ADHD can be improved by a short-term QET-based visuomotor intervention. Future research needs to examine the effects of a longer QET-based intervention, or the intervention in combination with other cognitive training of attention.
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Affiliation(s)
- Psotta Rudolf
- Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic
- College of Physical Culture and Sport PALESTRA, Prague, Czech Republic
| | - Valtr Ludvík
- Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic
| | - Dostál Daniel
- Faculty of Arts, Palacky University Olomouc, Olomouc, Czech Republic
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Neal J, Song I, Katz B, Lee TH. Association of Intrinsic Functional Connectivity between the Locus Coeruleus and Salience Network with Attentional Ability. J Cogn Neurosci 2023; 35:1557-1569. [PMID: 37584586 PMCID: PMC11311826 DOI: 10.1162/jocn_a_02036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/17/2023]
Abstract
The locus coeruleus (LC) is a brainstem region associated with broad neural arousal because of norepinephrine production, but it has increasingly been associated with specific cognitive processes. These include sustained attention, with deficits associated with various neuropsychological disorders. Neural models of attention deficits have focused on interrupted dynamics between the salience network (SAL) with the frontoparietal network, which has been associated with task-switching and processing of external stimuli, respectively. Conflicting findings for these regions suggest the possibility of upstream signaling leading to attention dysfunction, and recent research suggests LC involvement. In this study, resting-state functional connectivity and behavioral performance on an attention task was examined within 584 individuals. Analysis revealed significant clusters connected to LC activity in the SAL. Given previous findings that attention deficits may be caused by SAL network switching dysfunctions, findings here further suggest that dysfunction in LC-SAL connectivity may impair attention.
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Affiliation(s)
| | - Inuk Song
- Department of Psychology, Virginia Tech
| | - Benjamin Katz
- School of Neuroscience, Virginia Tech
- Department of Human Development and Family Science, Virginia Tech
| | - Tae-Ho Lee
- Department of Psychology, Virginia Tech
- School of Neuroscience, Virginia Tech
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Rosenbaum J, Ceyte H, Hamon I, Deforge H, Hascoët AMJ, Caudron S, Hascoët JM. Influence of body mobility on attention networks in school-aged prematurely born children: A controlled trial. Front Pediatr 2022; 10:928541. [PMID: 36160773 PMCID: PMC9492848 DOI: 10.3389/fped.2022.928541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Accepted: 08/17/2022] [Indexed: 11/22/2022] Open
Abstract
School-aged prematurely born children (PC) have a higher risk of academic difficulties, which may be partly explained by attention difficulties. It has been suggested that children's attentional performance might be influenced by their body posture and spontaneous body motion. The aim of this study (ClinicalTrials.gov - NCT03125447) was to test the influence of three body mobility conditions on the three functions of attention (alertness, orienting, and executive control) among school-aged PC vs. term-born children (TC). Notably, 21 PC and 21 TC performed the Attention Network Test for Children in three body mobility conditions, namely, sitting and standing imposed fixed postures and a free-to-move condition. The children's median reaction times were compared between trials (1) with and without alerting cues, (2) with valid and invalid orienting cues, and (3) with and without distracting information, to calculate the performance of alertness, orienting, and executive control, respectively. Results showed that with distracting information, PC exhibited significantly slower responses in the standing-still posture than in the sitting-still posture (1,077 ± 240 vs. 1,175 ± 273 ms, p < 0.05), but not TC. No difference was observed with the free-to-move condition. PC and TC did not significantly differ in alertness or orienting, regardless of body mobility condition. These data suggest that PC must use executive resources to stand still and maintain position, which impairs their performance during executive tasks. We speculate that these results may be related to less developed postural control and motor inhibition in PC.
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Affiliation(s)
- Joëlle Rosenbaum
- Développement, Adaptation et Handicap Laboratory (DevAH), Université de Lorraine, Nancy, France
| | - Hadrien Ceyte
- Développement, Adaptation et Handicap Laboratory (DevAH), Université de Lorraine, Nancy, France.,Aix-Marseille University, CNRS, ISM, Marseille, France
| | - Isabelle Hamon
- Développement, Adaptation et Handicap Laboratory (DevAH), Université de Lorraine, Nancy, France.,CHRU, Maternité Régionale, Nancy, France
| | - Hélène Deforge
- Développement, Adaptation et Handicap Laboratory (DevAH), Université de Lorraine, Nancy, France.,CHRU, Maternité Régionale, Nancy, France
| | - Alexandre M J Hascoët
- Développement, Adaptation et Handicap Laboratory (DevAH), Université de Lorraine, Nancy, France.,CHRU, Maternité Régionale, Nancy, France
| | - Sébastien Caudron
- CNRS, LPNC, Université Grenoble Alpes, Université Savoie Mont Blanc, Grenoble, France
| | - Jean-Michel Hascoët
- Développement, Adaptation et Handicap Laboratory (DevAH), Université de Lorraine, Nancy, France.,CHRU, Maternité Régionale, Nancy, France
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Psotta R, Kraus J, Krejčí M, Juras G. Phasic alertness indicated by simple motor reaction time in late childhood: The effect of age and sex. ACTA GYMNICA 2021. [DOI: 10.5507/ag.2021.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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Rosenbaum J, Hascoët JM, Hamon I, Petel A, Caudron S, Ceyte H. Body Mobility and Attention Networks in 6- to 7-Year-Old Children. Front Psychol 2021; 12:743504. [PMID: 34777134 PMCID: PMC8579035 DOI: 10.3389/fpsyg.2021.743504] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Accepted: 10/04/2021] [Indexed: 11/24/2022] Open
Abstract
Learning in 6- to 7-year-old children is strongly influenced by three functions of attention: alertness, orienting, and executive control. These functions share a close relationship with body mobility, such as the posture adopted or a request to stay still during tasks. The aim of this study (ClinicalTrials.gov) was to analyze the influence of body posture (standing versus sitting) and the influence of these imposed postures compared to a free body mobility on attention functions in 6- to 7-year-old children. Twenty-one children (11 girls) with a mean age of 6.7±0.6years performed the Attention Network Test for Children in three-body mobility conditions: sitting still, standing still, and free to move. Three attentional scores were calculated which would separately reflect performance of alertness, orienting, and executive control. Overall, no difference in alertness performance was found between the three bodily mobility conditions. In addition, our results suggest a general poor orienting performance in children, whatever the body mobility condition, which might be related to their young age. Finally, children improved their executive control performance when they stood still, probably due to an improvement in arousal and mental state.
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Affiliation(s)
| | - Jean-Michel Hascoët
- Université de Lorraine, DevAH, Nancy, France
- Université de Lorraine, CHRU, Maternité Régionale, Département de Néonatologie, Nancy, France
| | - Isabelle Hamon
- Université de Lorraine, DevAH, Nancy, France
- Université de Lorraine, CHRU, Maternité Régionale, Département de Néonatologie, Nancy, France
| | | | - Sébastien Caudron
- Université Grenoble Alpes, Université Savoie Mont Blanc, CNRS, LPNC, Grenoble, France
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Assessing the three attentional networks in children from three to six years: A child-friendly version of the Attentional Network Test for Interaction. Behav Res Methods 2021; 54:1403-1415. [PMID: 34595673 PMCID: PMC9170641 DOI: 10.3758/s13428-021-01668-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/06/2021] [Indexed: 02/07/2023]
Abstract
Attention involves three functionally and neuroanatomically distinct neural networks: alerting, orienting, and executive control. This study aimed to analyze the development of attentional networks in children aged between 3 and 6 years using a child-friendly version of the Attentional Network Test for Interaction (ANTI), the ANTI-Birds. The sample included 88 children divided into four age groups: 3-year-old, 4-year-old, 5-year-old, 6-year-old children. The results of this study would seem to indicate that between 4 and 6 years, there are no significant changes in attentional networks. Instead, between 3 and 4 years of age, children significantly improve all their attentional skills.
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Aubry A, Bourdin B. Alerting, orienting, and executive control in intellectually gifted children. Brain Behav 2021; 11:e02148. [PMID: 34288569 PMCID: PMC8413736 DOI: 10.1002/brb3.2148] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 03/22/2021] [Accepted: 03/29/2021] [Indexed: 11/14/2022] Open
Abstract
INTRODUCTION Intellectually gifted children have higher performance in many domains of attention than intellectually average children. However, these empirical findings are not consistent in the literature. Few studies investigated the characteristics of alerting, orienting, and executive control networks in intellectually gifted children. The aim of our study was to investigate their characteristics of attentional abilities compared to intellectually average children. METHOD Fifty-five intellectually gifted children (age range 8-14 years old) were compared to 55 intellectually average children (age range 8-14 years old) using the Attention Network Test (ANT) to assess these three attentional constructs. RESULTS Intellectually gifted children made fewer errors than intellectually average children in the processing of the ANT. In terms of attention network scores, they also outperformed intellectually average children in executive control only. CONCLUSION Intellectually gifted children do not differ from intellectual average children in terms of the speed of processing in a speeded task such as ANT, but they stand out in terms of accuracy of processing. Intellectually gifted children have better ability to focus volitionally in order to solve a simple perceptual conflict than intellectually average children.
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Affiliation(s)
- Alexandre Aubry
- Laboratoire Lorrain de Psychologie et Neurosciences de la dynamique des comportements (2LPN, UR 7489), INSPE de Lorraine, Université de Lorraine, Nancy, France
| | - Béatrice Bourdin
- Centre de Recherche en Psychologie: Cognition Psychisme et Organisation (UR UPJV 7273), Université de Picardie Jules Verne, Amiens, France
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Aubry A, Gonthier C, Bourdin B. Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control. Acta Psychol (Amst) 2021; 218:103358. [PMID: 34216982 DOI: 10.1016/j.actpsy.2021.103358] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 06/10/2021] [Accepted: 06/22/2021] [Indexed: 10/21/2022] Open
Abstract
Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and nongifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured using the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, it appears that gifted children resolve problems faster in the processing phase of the working memory task, which leaves them more time to refresh to-be-remembered items. This faster problem solving speed mediated their advantage in working memory capacity. Importantly, this effect was specific to speed on complex problems: low-level processing speed, as measured with the Attention Network Test, did not contribute to the higher working memory capacity of gifted children.
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Kim K, Lee Y, Lee JH. The Effect of Eye-Feedback Training on Orienting Attention in Young Adults With Sluggish Cognitive Tempo. Front Psychiatry 2020; 11:184. [PMID: 32256408 PMCID: PMC7090146 DOI: 10.3389/fpsyt.2020.00184] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Accepted: 02/25/2020] [Indexed: 11/26/2022] Open
Abstract
Sluggish cognitive tempo (SCT) is a kind of attentional symptoms characterized by symptoms of slowness in behavior or in thinking. The aim of the present study was to develop a preliminary attention training program based on real-time eye-gaze feedback using an eye-tracker. A total of 38 participants with SCT were randomly assigned to one of following two conditions: eye-feedback (N = 19; Mean Age = 21.21; range 18-26) or control (N = 19; Mean Age = 20.68; range 18-25). The participants in the eye-feedback condition received three repeated trainings on the modified version of the Posner's spatial cueing test; we also used real-time constant eye-gaze feedback designed to lead the participants to quickly and accurately engage and to disengage, with pre- and post- measurement of eye-movements (overt attention) and the revised attention network test (ANT-R; covert attention). The participants in the control condition received three repeated same trainings without any feedback, with pre- and post-measurement of eye-movements measure and ANT-R. The results revealed that the eye-feedback group showed a greater improvement in engaging and disengaging attention through the overt attention measure than the control group. The eye-feedback group also showed a greater increase only in the orienting network related to disengaging attention in the covert attention measure compared to the control group. These results suggested that the eye-feedback can be meaningfully used in attention training to enhance the efficiency of attention in clinical settings.
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Affiliation(s)
- Kiho Kim
- Department of Psychology of Counseling, Sejong Cyber University, Seoul, South Korea
| | - Youna Lee
- Department of Image Engineering, Chung-Ang University, Seoul, South Korea
| | - Jang-Han Lee
- Clinical Neuro-Psychology Lab., Department of Psychology, Chung-Ang University, Seoul, South Korea
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Alertness and cognitive control: Is there a spatial attention constraint? Atten Percept Psychophys 2018; 81:119-136. [PMID: 30353501 DOI: 10.3758/s13414-018-1613-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Klein RM, Hassan T, Wilson G, Ishigami Y, Mulle J. The AttentionTrip: A game-like tool for measuring the networks of attention. J Neurosci Methods 2017; 289:99-109. [DOI: 10.1016/j.jneumeth.2017.07.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2017] [Revised: 07/11/2017] [Accepted: 07/11/2017] [Indexed: 11/29/2022]
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The Attention Network Test-Interaction (ANT-I): reliability and validity in healthy older adults. Exp Brain Res 2015; 234:815-27. [DOI: 10.1007/s00221-015-4493-4] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2015] [Accepted: 11/02/2015] [Indexed: 10/22/2022]
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Mullane JC, Lawrence MA, Corkum PV, Klein RM, McLaughlin EN. The development of and interaction among alerting, orienting, and executive attention in children. Child Neuropsychol 2014; 22:155-76. [DOI: 10.1080/09297049.2014.981252] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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