Heart Rate Variability Biofeedback Intervention Programme to Improve Attention in Primary Schools

The importance of attentional capacity for academic performance is highlighted by the increasing demands placed on students during primary school. Between the ages of 7 and 12, there is an evolutionary improvement in attentional capacity and the school environment is considered an appropriate setting in which to develop programmes to improve attention. Heart rate variability is an appropriate indicator of attentional capacity. For all these reasons, a heart rate variability biofeedback intervention focused on breathing was developed and implemented to improve attention. The intervention consisted of two phases. In the first phase, the school teachers were trained to develop the intervention; in the second, students received five individual sessions from their teachers. In each individual session, they learned to breathe to increase their heart rate variability. A total of 272 girls and 314 boys (N = 586) aged 7-12 years participated in the programme. To study the impact of the intervention on three primary school age groups, the attention of Control and Experimental groups was assessed before and after the implementation of the programme. According to the data obtained, despite developmental improvements, the students who participated in the programme showed an increase in heart rate variability and an improvement in attentional capacity, with a greater impact on the first cycle of primary school. The usefulness of heart rate variability biofeedback interventions in improving attention in primary school is discussed and arguments for their use in children are presented.

Encoding colors and tones into working memory concurrently: A developmental investigation

Working memory serves as a means to accumulate information and reorganize it. Researchers have long assumed that the natural organization of information is one stream at a time. This logic leads to the expectation that, when two different series of stimuli are to be remembered, performance should be superior if the series are presented one before the other in succession, rather than concurrently. Moreover, different accounts of attentional limits lead to different expectations for the change in the ability to encode two sets across age groups in childhood. Testing children from first grade (6-7 years) to adulthood, we presented sequences of colored objects and tones in succession or concurrently (with one color accompanying an unrelated tone) and found that performance was equally good no matter which presentation method was used. The results for both presentation methods closely matched the intricate pattern of development observed by Cowan et al. (2018), who used successive presentation only. We found marked developmental improvement in the ability to retain materials in each modality without an increasing cost of attention-sharing between modalities. Humans at least from the elementary school years through young adulthood thus display an ability to accommodate and organize two concurrent streams of information. RESEARCH HIGHLIGHTS: Memory for stimuli from multiple modalities is relevant to school performance and learning; here we investigate how attention is shared between remembering colors and tones. Participants received four colors and/or four tones for subsequent recognition on a trial, with dual modalities presented successively (0.5 s per stimulus) or concurrently (0.5 s per pair). Successive versus concurrent presentation had little effect on recognition, and the marked increase in memory performance with age did not come from dividing attention during encoding or maintenance. Children as young as first grade thus can encode and organize for later recognition colors and concurrently-presented, but unrelated, tones.

Visual filtering in time and space among persons with Down syndrome

BACKGROUND

Individuals with Down syndrome (DS) appear to perform at a level that is commensurate with developmental expectations on simple tasks of selective attention. In this study, we examine how their selective attention is impacted by target changes that unfold over both time and space. This increased complexity reflects an attempt at greater ecological validity in an experimental task, as a steppingstone for better understanding attention among persons with DS in real-world environments.

METHODS

A modified flanker task was used to assess visual temporal and spatial filtering among persons with DS (n = 14) and typically developing individuals (n = 14) matched on non-verbal mental age (mental age = 8.5 years). Experimental conditions included varying the stimulus onset asynchronies between the onset of the target and flankers, the distances between the target and flankers, and the similarity of the target and flankers.

RESULTS

Both the participants with DS and the typically developing participants showed slower reaction times and lower accuracy rates when the flankers appeared closer in time and/or space to the target.

CONCLUSION

No group differences were found on a broad level, but the findings suggest that dynamic stimuli may be processed differently by those with DS. Implications of the findings are discussed in relation to the developmental approach to intellectual disability originally articulated by Ed Zigler.

Re-visiting the 'mysterious myth of attention deficit': A systematic review of the recent evidence

Based on the inclusive and methodologically rigorous framework provided by Ed Zigler's developmental approach, we previously challenged what we called, 'the mysterious myth of attention deficit', the fallacy of attention as a universal deficit among persons with intellectual disability (ID). In this latest update, we conducted a systematic review of studies of essential components of attention among persons with ID published in the interim since the last iteration of the mysterious myth narrative was submitted for publication approximately a decade ago. We searched the databases PubMed and PsycINFO for English-language peer-reviewed studies published from 1 January 2011 through 5 February 2021. In keeping with the developmental approach, the two essential methodological criteria were that the groups of persons with ID were aetiologically homogeneous and that the comparisons with persons with average IQs (or with available norms) were based on an appropriate index of developmental level, or mental age. Stringent use of these criteria for inclusion served to control for bias in article selection. Articles were then categorised based on aetiological group studied and component of visual attention. Based on these criteria, 18 articles were selected for inclusion out of the 2837 that were identified. The included studies involved 547 participants: 201 participants with Down syndrome, 214 participants with Williams syndrome and 132 participants with fragile X syndrome. The findings from these articles call attention to the complexities and nuances in understanding attentional functioning across homogeneous aetiological groups and highlight that functioning must be considered in relation to aetiology; factors associated with the individual, such as developmental level, motivation, styles and biases; and factors associated with both the task, such as context, focus, social and emotional implications, and levels of environmental complexity.

Working memory development: A 50-year assessment of research and underlying theories

The author has thought about working memory, not always by that name, since 1969 and has conducted research on its infant and child development since the same year that the seminal work of Baddeley and Hitch (1974) was published. The present article assesses how the field of working memory development has been influenced since those years by major theoretical perspectives: empiricism (along with behaviorism), nativism (along with modularity), cognitivism (along with constructivism), and dynamic systems theory. The field has not fully discussed the point that these theoretical perspectives have helped to shape different kinds of proposed working memory systems, which in turn have deeply influenced what is researched and how it is researched. Here I discuss that mapping of theoretical viewpoints onto assumptions about working memory and trace the influence of this mapping on the field of working memory development. I illustrate where these influences have led in my own developmental research program over the years.

Differentiation of Two Working Memory Tasks Normed on a Large U.S. Sample of Children 2-7 Years Old

The Wechsler Preschool and Primary Scale of Intelligence, 4th ed. includes two measures of working memory normed on children 2;6-7;7. The present analyses of the typically developing children (N = 1,591, 812 female, 779 male, with an ethnic distribution approximating the United States) provide new, theoretically important information about these working memory tasks, Picture Memory and Zoo Locations. These new analyses establish developmental trends, individual-difference properties, and cognitive task properties. They show comparable developmental trends for the two tasks, but Picture Memory picks up more individual-difference variation and is more sensitive to knowledge. This analysis of normed tasks starting very young makes possible new methods for research on the early stages of childhood working memory development, about which little is currently known.

Examining the Temporal Limits of Enhanced Visual Feature Detection in Children With Autism

The enhanced perceptual processing of visual features in children with autism spectrum disorder (ASD) is supported by an abundance of evidence in the spatial domain, with less robust evidence regarding whether this extends to information presented across time. The current study aimed to replicate and extend previous work finding that children with an ASD demonstrated enhanced perceptual accuracy in detecting feature-based (but not categorically defined) targets in time, when these were presented quickly, at a stimulus onset asynchrony (SOA) of 50 ms per item. Specifically, we extend the range of SOAs to examine the temporal boundaries of this enhanced accuracy and examine whether there is a relationship between ASD-related traits and detection accuracy on temporal visual search tasks. Individuals with autism perceived feature-based targets with statistically higher accuracy than their typically developing peers between SOAs of 39 and 65 ms and were numerically faster at all SOAs. No group differences were noted for category-based task accuracy. Our results also demonstrated that ASD-related traits measured by the autism spectrum quotient were positively correlated with accuracy on the feature-based task. Overall, results suggest that accurate visual perception of features (particularly color) is enhanced in children with ASD across time. LAY SUMMARY: Our results suggest that children with autism are able to process visual features, such as color, more accurately than typically developing children, even when these are presented very rapidly. Accuracy was higher in children with higher levels of autism-related traits and symptoms. Our findings suggest that more accurate visual perception exists not only across space in children with autism, as much of the existing literature demonstrates, but also over time. Autism Res 2020, 13: 1561-1572. © 2020 International Society for Autism Research, Wiley Periodicals, Inc.

Trait-Level Variability in Attention Modulates Mind Wandering and Academic Achievement

Although mind wandering remains ubiquitous in daily life, the processes that underlie and sustain this behavior remain poorly understood. Across two experiments, we studied the role of intrinsic temperament traits, which shape stable behavioral processes, in moderating the association between mind wandering and the real-life functional outcome of academic success. In Experiment 1, participants completed the Mind Wandering Questionnaire, the Adult Temperament Questionnaire, and reported their grade for the highest degree completed or in progress. Individuals with traits of low Effortful control, high Negative affect, and low Extraversion indicated more mind wandering. Effortful control moderated the relationship between mind wandering and academic success, with higher tendency for mind wandering associated with higher academic achievement for individuals with high Effortful control, and lower academic achievement for those with low Effortful control. Experiment 2 confirmed these links using the visual metronome response task, an objective measure of mind wandering. Together, these results suggest that the intrinsic temperament trait of Effortful control represents one of the key mechanisms behind the functional influence of mind wandering on real-life outcomes. This work places an innate ability to control attention at the very core of real life success, and highlights the need for studying mind wandering through an interdisciplinary lens that brings together cognitive, biological, social, and clinical theories in order to understand the fundamental mechanisms that drive this behavior.

Individual differences in selective attention and scanning dynamics influence children's learning from relevant non-targets in a visual search task

Efficient selective attention is critical for engaging in task-oriented behavior but may also limit our processing of potentially meaningful, task-irrelevant details. Both older adults and younger children demonstrate poor selective attention skills but show increased processing of task-irrelevant information. This broader attention to non-targets can benefit learning among older adults when the non-target information is relevant to a primary learning goal. Although young children show similar patterns of attention to non-targets, it is unknown whether relevant non-targets similarly benefit their learning. This study examined the relationship between 4- to 8-year-old children's selective attention skills and their learning from incidental exposure to relevant non-targets. In Experiment 1, children completed an incidental encoding phase, followed by a visual search task and then a final recognition memory task. During the search task, participants identified a target within arrays containing 0, 5, 10, or 15 non-targets. Half of the images from the encoding phase appeared in the search as "relevant" non-targets, whereas the remainder never appeared during the search task. Participants showed better memory for images presented as relevant non-targets. However, children showed the largest memory benefit when efficient selective attention allowed for increased scanning of the relevant non-targets after target detection. Experiment 2 confirmed that children showed similarly efficient selective attention skills but no longer showed enhanced learning when they could not scan relevant non-targets following target detection. These results suggest that children's incidental learning from relevant non-targets is an active process that depends on how children use selective attention to engage in effective information gathering.

Utilitarian Attention by Children with Autism Spectrum Disorder on a Filtering Task

The findings are evidence that persons with ASD benefit more than typically developing (TD) persons from spatial framing cues in focusing their attention on a visual target. Participants were administered a forced-choice task to assess visual filtering. A target stimulus was presented on a screen and flanker stimuli were presented simultaneously with or after the target, with varying stimuli onset asynchronies (SOAs). Regardless of SOA, TD children showed the expected distracting effects with slower reaction times (RTs) when flankers were at closer distances from the target. However, children with ASD displayed shorter RTs in the conditions in which the stimuli were presented simultaneously or with a short SOA. These findings are interpreted as reflecting utilitarian attention among children with ASD.

How attention gates social interactions

Social interactions are at the core of social life. However, humans selectively choose their exchange partners and do not engage in all available opportunities for social encounters. In this review, we argue that attentional systems play an important role in guiding the selection of social interactions. Supported by both classic and emerging literature, we identify and characterize the three core processes-perception, interpretation, and evaluation-that interact with attentional systems to modulate selective responses to social environments. Perceptual processes facilitate attentional prioritization of social cues. Interpretative processes link attention with understanding of cues' social meanings and agents' mental states. Evaluative processes determine the perceived value of the source of social information. The interplay between attention and these three routes of processing places attention in a powerful role to manage the selection of the vast amount of social information that individuals encounter on a daily basis and, in turn, gate the selection of social interactions.

Functional network integration and attention skills in young children

Children acquire attention skills rapidly during early childhood as their brains undergo vast neural development. Attention is well studied in the adult brain, yet due to the challenges associated with scanning young children, investigations in early childhood are sparse. Here, we examined the relationship between age, attention and functional connectivity (FC) during passive viewing in multiple intrinsic connectivity networks (ICNs) in 60 typically developing girls between 4 and 7 years whose sustained, selective and executive attention skills were assessed. Visual, auditory, sensorimotor, default mode (DMN), dorsal attention (DAN), ventral attention (VAN), salience, and frontoparietal ICNs were identified via Independent Component Analysis and subjected to a dual regression. Individual spatial maps were regressed against age and attention skills, controlling for age. All ICNs except the VAN showed regions of increasing FC with age. Attention skills were associated with FC in distinct networks after controlling for age: selective attention positively related to FC in the DAN; sustained attention positively related to FC in visual and auditory ICNs; and executive attention positively related to FC in the DMN and visual ICN. These findings suggest distributed network integration across this age range and highlight how multiple ICNs contribute to attention skills in early childhood.

Attention in action and perception: Unitary or separate mechanisms of selectivity?

What is the relation between the two visual stream hypothesis and selective visual attention? In this chapter, we first consider this question at a theoretical level before presenting an example of work from our lab that examines the question: Under what conditions does the emotional content of a visual object influence visually guided action? Previous research has demonstrated that fear can influence perception, both consciously and unconsciously, but it is unclear when fear influences visually guided action. The study tested participants with varying degrees of spiderphobia on two visually guided pointing tasks, while manipulating the emotional valence of the target (positive and negative) and the cognitive load of the participant (single vs dual task). Participants rapidly moved their finger from a home position to a suddenly appearing target image on a touch screen. The images were emotionally negative (e.g., spiders and scorpions) or positive (e.g., flowers and food). In order to test the effect of emotional valence on the online control of the reach, the target either remained static or jumped to a new location. In both the single and dual tasks, a stream of digits were presented on the screen near the finger's starting location, but only in the dual task were participants asked to identify a letter somewhere in the stream. In the single task, increased fear of spiders reduced the speed and accuracy of the movement. In the dual task, increased fear impaired letter identification, but pointing actions were now equally efficient for low- and high-fear participants. These results imply that the finger's autopilot is influenced by emotional content only when attention can be fully devoted to the identification of the emotion-evoking images. As such, the results support the view that the mechanisms of selection are not the same in the two visual streams.

Development of the ability to combine visual and acoustic information in working memory

Presentation of two kinds of materials in working memory (visual and acoustic), with the requirement to attend to one or both modalities, poses an interesting case for working memory development because competing predictions can be formulated. In two experiments, we assessed such predictions with children 7-13 years old and adults. With development, the ability to hold more information in the focus of attention could lead to an increase in the size of the trade-off between modalities; if attention can hold A items during unimodal-attention trials, then on average attention should hold A/2 of those same items during bimodal-attention trials. If A increases with age, so would the dual-task cost, A/2. The results clearly ruled out that possibility. It was the modality- or code-specific components of working memory that improved with age and not the central component. We discuss various mechanisms that could have produced these results, including alternative attention-based mechanisms. The findings point to a rich field for continued research.

Where Is Your Attention? Assessing Individual Instances of Covert Attentional Orienting in Response to Gaze and Arrow Cues

Humans spontaneously follow where others are looking. However, recent investigations suggest such gaze-following behavior during natural interactions occurs relatively infrequently, only in about a third of available instances. Here we investigated if a similar frequency of orienting is also found in laboratory tasks that measure covert attentional orienting using manual responses. To do so, in two experiments, we analyzed responses from a classic gaze cuing task, with arrow cues serving as control stimuli. We reasoned that the proportions of attentional benefits and costs, defined as responses falling outside of 1 standard deviation of the average performance for the neutral condition, would provide a good approximation of individual instances of attentional shifts. We found that although benefits and costs occurred in less than half of trials, benefits emerged on a greater proportion of validly cued relative to invalidly cued trials. This pattern of data held across two different measures of neutral performance, as assessed by Experiments 1 and 2, as well as across the two cue types. These results suggest that similarly to gaze-following in naturalistic settings, covert orienting within the cuing task also appears to occur relatively infrequently.

Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood

Executive functions are important higher-order cognitive skills for goal-directed thought and action. These capacities contribute to successful school achievement and lifelong wellbeing. The importance of executive functions to children's education begins in early childhood and continues throughout development. This study explores contributions of child and family factors in early childhood to the development of executive function in adolescence. Analyses draw on data from the nationally representative study, Growing up in Australia: The Longitudinal Study of Australian Children. Participants are 4819 children in the Kindergarten Cohort who were recruited at age 4-5 years. Path analyses were employed to examine contributions of early childhood factors, including family socio-economic position (SEP), parenting behaviors, maternal mental health, and a child behavioral risk index, to the development of executive function in adolescence. The influence of children's early self-regulatory behaviors (attentional regulation at 4-5 years and approaches to learning at 6-7 years) were also taken into account. A composite score for the outcome measure of executive function was constructed from scores on three Cogstate computerized tasks for assessing cognition and measured visual attention, visual working memory, and spatial problem-solving. Covariates included child gender, age at assessment of executive function, Aboriginal and Torres Strait Islander status, speaking a language other than English at home, and child's receptive vocabulary skills. There were significant indirect effects involving child and family risk factors measured at 4-5 years on executive function at age 14-15 years, mediated by measures of self-regulatory behavior. Child behavioral risk, family SEP and parenting behaviors (anger, warmth, and consistency) were associated with attentional regulation at 4-5 years which, in turn, was significantly associated with approaches to learning at 6-7 years. Both attentional regulation and approaches to learning were directly associated with executive functioning at 14-15 years. These findings suggest that children's early self-regulatory capacities are the basis for later development of executive function in adolescence when capabilities for planning and problem-solving are important to achieving educational goals.

Working Memory Maturation: Can We Get at the Essence of Cognitive Growth?

The theoretical and practical understanding of cognitive development depends on working memory, the limited information temporarily accessible for such daily activities as language processing and problem solving. In this article, I assess many possible reasons that working memory performance improves with development. A first glance at the literature leads to the weird impression that working memory capacity reaches adult levels during infancy but then regresses during childhood. In place of that unlikely explanation, I consider how infant studies may lead to overestimates of capacity if one neglects supports that the tasks provide, compared with adult-level tasks. Further development of working memory during the school years is also considered. Many investigators have come to suspect that working memory capacity may be constant after infancy because of various factors such as developmental increases in knowledge, filtering out of irrelevant distractions, encoding and rehearsal strategies, and pattern formation. With each of these factors controlled, though, working memory still improves during the school years. Suggestions are made for research to bridge the gap between infant and child developmental research, to understand the focus and control of attention in working memory and how these skills develop, and to pinpoint the nature of capacity and its development from infancy forward.

Automated symbolic orienting is not modulated by explicit temporal attention

Recent studies show that spatial attention is uniquely engaged by the selection history of a stimulus. One example of this process is Automated Symbolic Orienting, which is thought to reflect overlearned spatial links between a behaviorally relevant stimulus and a target event. However, since automated symbolic effects have been found to vary with temporal expectancies about when a target might occur, it is possible that this spatial effect may also depend on processing resources associated with voluntary temporal attention. To test this idea, here we elicited automated symbolic orienting and voluntary temporal attention in isolation and in combination. Across all conditions, both types of orienting remained typical without interacting. Thus, typical automated symbolic orienting is not modulated by participants' explicit utilization of temporal information; however, and as we have shown previously, typical ASO does appear to require the presence of an implicit temporal structure within a task.

Infants' observation of others' actions: Brief movement-specific visual experience primes motor representations

Recent research suggests that infants' observation of others' reaching actions activates corresponding motor representations which develop with their motor experience. Contralateral reaching develops a few months later than ipsilateral reaching, and 9-month-old infants are less likely to map the observation of these reaches to their motor representations. The goal of the current study was to test whether a brief familiarization with contralateral reaching is sufficient to prime this less developed motor representation to increase the likelihood of its activation. In Experiment 1, infants were familiarized with contralateral reaching before they were tested in an observational version of the A-not-B paradigm. A significant number of infants searched incorrectly, suggesting that the observation of contralateral reaching primed their motor representations. In Experiment 2, infants were familiarized with ipsilateral reaching, which shared the goals but not the movements associated with the contralateral reaches observed during testing, and they did not show a search bias. Taken together, these results suggest that a brief familiarization with a movement-specific behaviour facilitates the direct matching of observed and executed actions.