Insights From Crossing Research Silos on Visual and Auditory Attention

Electronic Toys Decrease the Quantity and Lexical Diversity of Spoken Language Produced by Children With Autism Spectrum Disorder and Age-Matched Children With Typical Development

Many young children with autism spectrum disorder (ASD) have language delays. Play-based interactions present a rich, naturalistic context for supporting language and communication development, but electronic toys may compromise the quality of play interactions. This study examined how electronic toys impact the quantity and lexical diversity of spoken language produced by children with ASD and age-matched children with typical development (TD), compared to traditional toys without electronic features. Twenty-eight parent-child dyads (14 per group) played with both electronic and traditional toy sets in a counter-balanced order. We transcribed child speech during both play sessions and derived the number of utterances and number of different word (NDW) roots per minute that children produced. Children with ASD and children with TD talked significantly less and produced significantly fewer unique words during electronic toy play than traditional toy play. In this way, children appear to take a “backseat” to electronic toys, decreasing their communicative contributions to play-based social interactions with their parents. These findings highlight the importance of understanding how toy type can affect parent-child play interactions and the subsequent learning opportunities that may be created. Play-based interventions for children with ASD may be most effective when they incorporate traditional toys, rather than electronic toys.

Effect of Repeated Exposure to the Visual Environment on Young Children's Attention

Prior research suggests that visual features of the classroom environment (e.g., charts and posters) are potential sources of distraction hindering children's ability to maintain attention to instructional activities and reducing learning gains in a laboratory classroom. However, prior research only examined short-term exposure to elements of classroom décor, and it remains unknown whether children habituate to the visual environment with repeated exposure. In study 1, we explored experimentally the possibility that children may habituate to the visual environment if the visual displays are static. We measured kindergarten children's patterns of attention allocation in a decorated classroom environment over a 2-week period and compared the percentage of time children spent off-task to a baseline condition in which the classroom environment was streamlined (i.e., charts, posters, and manipulatives were removed). The findings indicate that with more prolonged exposure to a static visual environment, partial habitation effects were observed: Attention to the environment declined at the end of the exposure period compared to the beginning of the study; however, the environment remained a significant source of off-task behavior even after 2 weeks of exposure. In study 2, we extend this work by conducting a longitudinal observation of six primary classrooms in which we measured children's patterns of attention allocation in real classrooms for 15 weeks to investigate whether increasing familiarity with the classroom décor would influence attention toward the visual environment. No evidence of habituation was observed in genuine classrooms in study 2. Potential implications for classroom design and future directions are discussed.

Developmental change in the nature of attention allocation in a dual task

Younger children have more difficulty in sharing attention between two concurrent tasks than do older participants, but in addition to this developmental change, we documented changes in the nature of attention sharing. We studied children 6-8 and 10-14 years old and college students (in all, 104 women and 76 men; 3% Hispanic, 3% Black or African American, 3% Asian, 7% multiracial, and 84% White). On each dual-task trial, the participant received an array of colored squares to be retained for a subsequent probe recognition test and then an easy or more difficult signal requiring a quick response (a speeded task, clicking a key on the same side of the screen as the signal or the opposite side). Finally, each trial ended with the presentation of the array item recognition probe and the participant's response to it. In our youngest age group (6-8 years), array memory was often displaced by the speeded task performed under load, especially when it was the opposite-side task, but speeded-task accuracies were unaffected by the presence of an array memory load. In contrast, in older participants (10-14 years and college students), the memory load was maintained better, with some cost to the speeded task. With maturity, participants were better able to adopt a proactive stance in which not only present processing demands but also upcoming demands were taken into account, allowing them to balance the demands of the two tasks. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Auditory attention late effects in pediatric acute lymphoblastic leukemia

This study sought to characterize auditory attention functioning among pediatric Acute Lymphoblastic Leukemia (ALL) survivors treated on a chemotherapy-only protocol, given previous literature suggesting late impact on sustained visual attention. We hypothesized similar deficits would be observed in auditory attention relative to previous literature indicating weakness with aspect of visual attention in this population. Survivors (n = 107, 53 females, M = 12.80 years) completed the Conners Continuous Auditory Test of Attention (CATA). Parents completed the Behavior Assessment System for Children, Second Edition and reported educational performance and services via structured questionnaire. Results indicated several CATA indices associated with sustained auditory attention were significantly worse than normative data, though group means were average. Reflecting individual variability in performance, 50% of the sample performed worse than one standard deviation from the mean on at least one CATA variable. Parent report of attention did not differ from normative means for the sample. Parent-report data indicated that 60% of the sample utilized academic support services, with a large proportion of survivors having utilized special education services. Poorer performance with sustained auditory attention was associated with poor academic outcomes. Greater methotrexate exposure and younger age at diagnosis were risk factors for inattentiveness. No gender differences were identified on direct assessment of auditory attention or parent report of attention, though male gender was associated with poorer educational performance. Findings suggest that auditory attention is an at-risk cognitive domain following treatment for pediatric ALL, and that an association exists between auditory attention and school performance in this population.