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Journal articles on the topic 'Attentional difficulties'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Alison, M. L., and Ray Dev Peters. "Assessment of Attentional Difficulties in Underachieving Children." Journal of Educational Research 82, no. 6 (July 1989): 356–61. http://dx.doi.org/10.1080/00220671.1989.10885918.

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2

Shalev, Lilach, Tamar Kolodny, Nir Shalev, and Carmel Mevorach. "Attention Functioning Among Adolescents With Multiple Learning, Attentional, Behavioral, and Emotional Difficulties." Journal of Learning Disabilities 49, no. 6 (August 4, 2016): 582–96. http://dx.doi.org/10.1177/0022219415579125.

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3

Gargaro, B. A., Tamara May, B. J. Tonge, D. M. Sheppard, J. L. Bradshaw, and N. J. Rinehart. "Attentional Mechanisms in Autism, ADHD, and Autism-ADHD Using a Local–Global Paradigm." Journal of Attention Disorders 22, no. 14 (September 15, 2015): 1320–32. http://dx.doi.org/10.1177/1087054715603197.

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Objective: Cognitive flexibility or attentional set-shifting capacity has long been considered a core area of executive dysfunction for individuals with autism. Whether these difficulties are due to higher-level attentional difficulties associated with comorbid ADHD remains unclear. Method: The current study compared the performance of 48 participants with autism, ADHD, autism-ADHD, and a comparison group ( N = 12 per group) on a set-shifting task, which included a local–global paradigm. Results: Results of this study revealed that participants with attentional difficulties (autism + ADHD and ADHD alone) exhibited a significant shifting cost (difference between maintaining and shifting attention). Conclusion: Attentional difficulties associated with ADHD may be associated with an enhanced attentional shifting cost. Implications of these results were discussed in relation to screening for ADHD symptoms in studies of individuals with autism which seek to determine the neuropsychological profile of this condition.

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Lotti, Laura, Laura Mazzoni, Egle Grigaliute, Daniele Monzani, and Elisabetta Genovese. "Relationship between auditory processing disorders and attentional difficulties." Hearing, Balance and Communication 19, no. 5 (December 3, 2021): 332–39. http://dx.doi.org/10.1080/21695717.2022.2029040.

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5

Reading, Richard. "Diagnosing and treating attentional difficulties: a nationwide survey." Child: Care, Health and Development 31, no. 1 (January 18, 2005): 125. http://dx.doi.org/10.1111/j.1365-2214.2005.00500_8.x.

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6

Mercado, F., P. Barjola, M. L. Fernández, M. A. Bullones, A. López, and J. L. González. "Brain Indices of Attentional Disengagement Difficulties in Fibromyalgia." NeuroImage 47 (July 2009): S66. http://dx.doi.org/10.1016/s1053-8119(09)70357-x.

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7

McKenzie, I., and C. Wurr. "Diagnosing and treating attentional difficulties: a nationwide survey." Archives of Disease in Childhood 89, no. 10 (September 21, 2004): 913–16. http://dx.doi.org/10.1136/adc.2002.023499.

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8

Fitzgerald, Gail, Landis Fick, and Richard Milich. "Computer—Assisted Instruction for Students with Attentional Difficulties." Journal of Learning Disabilities 19, no. 6 (June 1986): 376–79. http://dx.doi.org/10.1177/002221948601900614.

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9

Godfrey, Hazel K., Amy T. Walsh, Ronald Fischer, and Gina M. Grimshaw. "The Role of Attentional Control in Cognitive Deficits Associated With Chronic Pain." Clinical Psychological Science 8, no. 6 (August 10, 2020): 1046–53. http://dx.doi.org/10.1177/2167702620925744.

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Cognitive deficits in chronic pain are often attributed to difficulties in attentional control. According to the deficit view, these difficulties stem from a reduction in attentional capacity driven by attentional focus on pain experience; alternatively, according to the motivated-attention view, attentional biases toward pain-relevant threats in the environment reduce attention available for everyday tasks and goals. We tested both accounts using a task in which 72 people with chronic pain and 72 without chronic pain performed a simple perceptual task while attempting to ignore pain-relevant images of body mutilations or neutral scenes. They also completed a common test of attentional control. Although people with chronic pain reported subjective difficulty with attentional control and were slower on both tasks, groups did not differ on behavioral measures of attentional control. Findings suggest that attentional control may not be an optimal target for interventions intended to improve cognitive function in chronic pain.

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10

Norwich, Brahm, Paul Cooper, and Pam Maras. "Attentional and activity difficulties: findings from a national study." Support for Learning 17, no. 4 (November 2002): 182–86. http://dx.doi.org/10.1111/1467-9604.00262.

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11

Hendry, Alexandra, Emily J. H. Jones, Rachael Bedford, Linn Andersson Konke, Jannath Begum Ali, Sven Bӧlte, Karin C. Brocki, et al. "Atypical Development of Attentional Control Associates with Later Adaptive Functioning, Autism and ADHD Traits." Journal of Autism and Developmental Disorders 50, no. 11 (March 27, 2020): 4085–105. http://dx.doi.org/10.1007/s10803-020-04465-9.

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Abstract Autism is frequently associated with difficulties with top-down attentional control, which impact on individuals’ mental health and quality of life. The developmental processes involved in these attentional difficulties are not well understood. Using a data-driven approach, 2 samples (N = 294 and 412) of infants at elevated and typical likelihood of autism were grouped according to profiles of parent report of attention at 10, 15 and 25 months. In contrast to the normative profile of increases in attentional control scores between infancy and toddlerhood, a minority (7–9%) showed plateauing attentional control scores between 10 and 25 months. Consistent with pre-registered hypotheses, plateaued growth of attentional control was associated with elevated autism and ADHD traits, and lower adaptive functioning at age 3 years.

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12

Bogičević, Lilly, Marjolein Verhoeven, and Anneloes L. van Baar. "Distinct Profiles of Attention in Children Born Moderate-to-Late Preterm at 6 Years." Journal of Pediatric Psychology 45, no. 6 (June 1, 2020): 685–94. http://dx.doi.org/10.1093/jpepsy/jsaa038.

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Abstract Objective Attention difficulties are commonly reported by caregivers in school-aged children born moderate-to-late preterm (MLPT; 32–36 weeks’ gestation). We aimed to assess distinct aspects of attentional functioning (i.e. orienting, alerting and executive attention, processing speed and behavioral components) in children born MLPT and full term (FT), profiles of attentional functioning, and associated risk factors such as preterm birth. Methods Participants were 170 (87 MLPT and 83 FT) children, evaluated on cognitive and behavioral attention aspects at 6 years of age. We used a variable-centered approach to compare attentional functioning of children born MLPT and FT at group level, and a person-centered approach to identify profiles of attentional functioning. Neonatal and demographic characteristics of these profiles were compared. Results The variable-centered approach showed that at group level children born MLPT had poorer orienting attention and processing speed, and behavioral attention than children born FT. The person-centered approach revealed four profiles: (a) normal attentional functioning, (b) overall poorer attention, (c) poorer cognitive attention, and (d) behavioral attention problems. Children born MLPT were overrepresented in each of the suboptimal attention profiles, and were more dispersed across profiles than children born FT. Conclusions Children born MLPT are at increased risk of difficulties in some attention aspects, but at group level differences with children born FT are small. However, children born MLPT show considerable variation in the nature of attention difficulties and are twice as likely to show a suboptimal attention profile, indicating a cumulation of poorer attention scores.

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13

WOODWARD, LIANNE J., DAVID M. FERGUSSON, and L. JOHN HORWOOD. "Driving Outcomes of Young People With Attentional Difficulties in Adolescence." Journal of the American Academy of Child & Adolescent Psychiatry 39, no. 5 (May 2000): 627–34. http://dx.doi.org/10.1097/00004583-200005000-00017.

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14

Tremolada, Marta, Livia Taverna, and Sabrina Bonichini. "Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children." Behavioral Sciences 9, no. 1 (January 8, 2019): 7. http://dx.doi.org/10.3390/bs9010007.

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This research revealed the children with difficulties in attentional functions among healthy children attending primary school and aimed to identify the possible sociodemographic factors, such as the child’s age, gender, and school grade, that could influence attentive performance. The participants were 105 children aged 6–10 years (M age = 8.6; SD = 1.04), attending primary schools. Family economic condition was mostly at a medium level (63.5%), and parents most frequently had 13 years of schooling. The computerized test KiTAP was administered to children to assess their attentional functions. Results showed a higher frequency of omissions and false alarms and a reduced speed in alertness, go/no-go, and sustained attention tasks compared to Italian norms. Hierarchical regression analyses were run with school grade, gender, and current age as independent variables and mean reaction times (and standard deviation), number of omissions, and false alarms as dependent ones. The results showed that male gender and attending a lower grade impacted on lower attentional performance in several subtests. Girls showed the best performances in tests of distractibility and impulsive reaction tendencies, while higher school grade positively influenced divided and sustained attention. These results could be useful to identify children with major attentional difficulties, and some recommendations for future studies and the implementation of attention empowerment programmes are proposed.

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Areces, Debora, Celestino Rodriguez Pérez, Paloma Gonzalez-Castro, Trinidad García, and Marisol Cueli. "La velocidad de denominación y su efecto en variables atencionales y errores de lectoescritura en función del diagnóstico." Anales de Psicología 33, no. 2 (March 31, 2017): 301. http://dx.doi.org/10.6018/analesps.33.2.239091.

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<span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';" lang="EN-US">While naming speed, which is usually assessed with tests such as RAN / RAS, has proven to be useful in predicting certain reading errors and attentional difficulties, the variables that predict performance in the test have not been examined before now. The objective of this study is to test the explanatory power of certain reading and attentional variables over naming speed performance depending on diagnosis. A sample of 132 students, divided into four groups (Control, n=34; Reading difficulties, n= 22; ADHD, n=41; and ADHD+Reading Difficulties, n=35) was used. The results show: 1) without any difficulties, naming speed is explained by IQ, age and gender; 2) in the presence of reading difficulties, reading errors are the variables with more explanatory power; 3) in the presence of attentional difficulties, certain attentional variables such as those provided by the TOVA test were shown to be more significant.</span>

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16

Leibu, Evan, and Barbara J. Coffey. "A 19-Year-Old Male with Multiple Tics and Attentional Difficulties." Psychiatric Annals 43, no. 1 (January 1, 2013): 30–32. http://dx.doi.org/10.3928/00485713-20130109-07.

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17

Klein, R. G. "Early attentional difficulties were associated with later academic failure and arrests." Evidence-Based Mental Health 1, no. 3 (August 1, 1998): 93. http://dx.doi.org/10.1136/ebmh.1.3.93.

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18

Roach, Neil W., and John H. Hogben. "Spatial cueing deficits in dyslexia reflect generalised difficulties with attentional selection." Vision Research 48, no. 2 (January 2008): 193–207. http://dx.doi.org/10.1016/j.visres.2007.11.001.

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19

Leung, Patrick W. L., and Kevin J. Connolly. "Attentional Difficulties in Hyperactive and Conduct-disordered Children: A Processing Deficit." Journal of Child Psychology and Psychiatry 35, no. 7 (October 1994): 1229–45. http://dx.doi.org/10.1111/j.1469-7610.1994.tb01231.x.

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20

Fergusson, David M., Michael T. Lynskey, and L. John Horwood. "Attentional Difficulties in Middle Childhood and Psychosocial Outcomes in Young Adulthood." Journal of Child Psychology and Psychiatry 38, no. 6 (September 1997): 633–44. http://dx.doi.org/10.1111/j.1469-7610.1997.tb01690.x.

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21

Jeyaseelan, Deepa, Michael O'Callaghan, Kerryn Neulinger, David Shum, and Yvonne Burns. "The association between early minor motor difficulties in extreme low birth weight infants and school age attentional difficulties." Early Human Development 82, no. 4 (April 2006): 249–55. http://dx.doi.org/10.1016/j.earlhumdev.2005.10.012.

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22

CORNBLATT, BARBARA, MICHAEL OBUCHOWSKI, SIMONE ROBERTS, SIMCHA POLLACK, and L. ERLENMEYER–KIMLING. "Cognitive and behavioral precursors of schizophrenia." Development and Psychopathology 11, no. 3 (September 1999): 487–508. http://dx.doi.org/10.1017/s0954579499002175.

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Attentional deficits are well-established characteristics of patients with schizophrenia and their at-risk offspring, suggesting a biological connection between attention and schizophrenia. The goal of this study is to clarify the developmental role of attention in the illness. Data has been collected from 87 subjects at high and low risk for schizophrenia who have participated in the New York High-Risk Project from 1977 to the present. Individuals are considered to be at high risk if either or both of their parents has schizophrenia. Analyses of attention and global behaviors, measured at intervals from about 12 to 26 years of age, indicate (a) attentional deficits can be reliably detected in high-risk children who will develop future schizophrenia-spectrum disorders (the prespectrum [PSP] group); (b) these deficits are stable, enduring over time, and appear to reflect a compromised attentional capacity; (c) attention is not affected by the onset of illness in the PSP group; (d) for all subjects, attention and global behaviors follow independent developmental pathways; and (e) behavioral difficulties, but not attention deficits, appear to be highly sensitive to environmental factors, especially rearing by a mentally ill parent. It is concluded that in PSP individuals impaired attention probably results from prenatal developmental abnormalities (possibly on the cellular level) and is likely to be a marker of a biological vulnerability to schizophrenia. In addition, attentional deficits, as opposed to early behavioral difficulties, are concluded to be a useful first step in screening for youngsters in need of early intervention.

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23

Gray, John M., and Ian Robertson. "Remediation of attentional difficulties following brain injury: three experimental single case studies." Brain Injury 3, no. 2 (January 1989): 163–70. http://dx.doi.org/10.3109/02699058909004548.

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24

Moczynski, N. P., D. A. Gansler, C. C. Streeter, J. L. Nortom, and M. L. Anderson. "Methylphenidate treatment of attentional difficulties after traumatic brain injury: A case study." Archives of Clinical Neuropsychology 11, no. 5 (January 1, 1996): 425–26. http://dx.doi.org/10.1093/arclin/11.5.425a.

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25

Semrud-Clikeman, Margaret, Kathleen H. Nielsen, Amanda Clinton, Leihua Sylvester, Nancy Parle, and Robert T. Connor. "An Intervention Approach for Children with Teacher-and Parent-Identified Attentional Difficulties." Journal of Learning Disabilities 32, no. 6 (November 1999): 581–90. http://dx.doi.org/10.1177/002221949903200609.

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26

Tompkins, Connie A., Margaret Lehman Blake, Annette Baumgaertner, and Wiltrud Fassbinder. "Characterising comprehension difficulties after right brain damage: Attentional demands of suppression function." Aphasiology 16, no. 4-6 (April 2002): 559–72. http://dx.doi.org/10.1080/02687030244000202.

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Weyandt, Lisa L., Ian Linterman, and John A. Rice. "Reported prevalence of attentional difficulties in a general sample of college students." Journal of Psychopathology and Behavioral Assessment 17, no. 3 (September 1995): 293–304. http://dx.doi.org/10.1007/bf02229304.

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Grace, Nicci, Peter Gregory Enticott, Beth Patricia Johnson, and Nicole Joan Rinehart. "Do Handwriting Difficulties Correlate with Core Symptomology, Motor Proficiency and Attentional Behaviours?" Journal of Autism and Developmental Disorders 47, no. 4 (January 12, 2017): 1006–17. http://dx.doi.org/10.1007/s10803-016-3019-7.

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Harrison, A., S. Sullivan, K. Tchanturia, and J. Treasure. "Emotional functioning in eating disorders: attentional bias, emotion recognition and emotion regulation." Psychological Medicine 40, no. 11 (January 27, 2010): 1887–97. http://dx.doi.org/10.1017/s0033291710000036.

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BackgroundInterpersonal processes, anxiety and emotion regulation difficulties form a key part of conceptual models of eating disorders (EDs), such as anorexia nervosa (AN) and bulimia nervosa (BN), but the experimental findings to support this are limited.MethodThe Reading the Mind in the Eyes task, the Difficulties in Emotion Regulation Scale (DERS) and a computerized pictorial (angry and neutral faces) Stroop task were administered to 190 women [50 with AN, 50 with BN and 90 healthy controls (HCs)].ResultsThose with an ED showed attentional biases to faces in general (medium effect), but specifically to angry faces over neutral faces (large effect) compared to HCs. The ED group also reported significantly higher emotion regulation difficulties (large effect) than HCs. There was a small difference between the ED and HC groups for the emotion recognition task (small-medium effect), particularly in the restricting AN (RAN) group. Depression and attentional bias to faces significantly predicted emotion regulation difficulties in a regression model.ConclusionsThe data provide support for conceptualizations of EDs that emphasize the role of emotional functioning in the development and maintenance of EDs. Further research will concentrate on exploring whether these findings are state or trait features of EDs.

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Saccani, Maria Silvia, Luciana Ursumando, Silvia Di Vara, Giulia Lazzaro, Cristiana Varuzza, Stefano Vicari, and Deny Menghini. "Sleep Disturbances in Children with Attentional Deficit Hyperactivity Disorder and Specific Learning Disorders." International Journal of Environmental Research and Public Health 19, no. 11 (May 25, 2022): 6411. http://dx.doi.org/10.3390/ijerph19116411.

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Sleep disturbances may be a significant source of distress for children with neurodevelopmental disorders, and consequently also for their families. Crucially, sleep disturbances might be influenced by comorbidity. Attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD) often co-occur, and consequently, investigating sleep disturbances in children with comorbidity of ADHD and SLD is essential. Our study aimed at detecting sleep difficulties in a group of 74 children with ADHD, 78 children with SLD, and 76 children with ADHD and SLD by using the Sleep Disturbances Scale for Children. The results showed that sleep difficulties emerge more clearly in children with comorbid ADHD and SLD compared to children with only ADHD or SLD. These sleep difficulties were not due to differences in ages and behavioral/emotional problems. In conclusion, evaluating sleep disturbances is important when assessing and managing children with ADHD, SLD, and particularly with the two comorbid conditions, to better understand their difficulties and develop tailored interventions.

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Van den Driessche, Charlotte, Mikaël Bastian, Hugo Peyre, Coline Stordeur, Éric Acquaviva, Sara Bahadori, Richard Delorme, and Jérôme Sackur. "Attentional Lapses in Attention-Deficit/Hyperactivity Disorder: Blank Rather Than Wandering Thoughts." Psychological Science 28, no. 10 (August 11, 2017): 1375–86. http://dx.doi.org/10.1177/0956797617708234.

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People with attention-deficit/hyperactivity disorder (ADHD) have difficulties sustaining their attention on external tasks. Such attentional lapses have often been characterized as the simple opposite of external sustained attention, but the different types of attentional lapses, and the subjective experiences to which they correspond, remain unspecified. In this study, we showed that unmedicated children (ages 6–12) with ADHD, when probed during a standard go/no-go task, reported more mind blanking (a mental state characterized by the absence of reportable content) than did control participants. This increase in mind blanking happened at the expense of both focused and wandering thoughts. We also found that methylphenidate reverted the level of mind blanking to baseline (i.e., the level of mind blanking reported by control children without ADHD). However, this restoration led to mind wandering more than to focused attention. In a second experiment, we extended these findings to adults who had subclinical ADHD. These results suggest that executive functions impaired in ADHD are required not only to sustain external attention but also to maintain an internal train of thought.

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Drigas, Athanasios, and Maria Karyotaki. "Attentional Control and other Executive Functions." International Journal of Emerging Technologies in Learning (iJET) 12, no. 03 (March 27, 2017): 219. http://dx.doi.org/10.3991/ijet.v12i03.6587.

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Current article aims to shed light on the reciprocal relation between attentional control and emotional regulation. More specifically, there is a verified relation between attention and cognitive, metacognitive and emotional processes, such as memory, perception, reasoning as well as inhibitory control, cognitive flexibility, self-monitoring and positive moods. In addition, positive mood has been already reciprocally related to a broad attentional scope as well as to an increased cognitive flexibility. Future research should focus on the effects of attentional control on cognitive control processes, thereby, on individuals’ emotional regulation, as a whole. Evidently, an advanced research in the relation of attentional control and emotional regulation could develop a comprehensive methodology for counterbalancing the difficulties facing individuals with ADHD, Autism Spectrum Disorder, Oppositional Defiant Disorder or even depression.

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O'Brien, Jennifer L., Marni L. Jacob, and Morgan King. "Preliminary evidence of biased attentional mechanisms and reward processing in adults with obsessive-compulsive disorder." Bulletin of the Menninger Clinic 83, no. 2 (June 2019): 128–51. http://dx.doi.org/10.1521/bumc.2019.83.2.128.

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Individuals with obsessive-compulsive-disorder (OCD) may have difficulties in using feedback from rewarding and punishing experiences to optimally guide future decisions. The current aim was to examine how adults with OCD use associative learning feedback to direct attention toward learned stimuli when the action-outcome contingency for those stimuli has changed. Participants first learned to select high-probability (over low-probability) rewarding stimuli and low-probability (over high-probability) loss stimuli. Participants then saw these stimuli as the second of two targets in a task where available attentional resources were limited. Recognition of learned stimuli during limited attention was driven by previously learned stimulus-response associations instead of an attentional benefit toward the most favorable action-outcome associations (reward-associated stimuli), as demonstrated in prior research with non-OCD adults. The current evidence supports the hypothesis that individuals with OCD have difficulties shifting from learned stimulus-response associations when the response-outcome contingencies change.

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Bravo-Alvarez, María-Ángeles, and María Frontera-Sancho. "Entrenamiento para la mejora de disfunciones atencionales en niños y adolescentes con Síndrome de Asperger a través de estimulación cognitiva directa." Anales de Psicología 32, no. 2 (April 3, 2016): 366. http://dx.doi.org/10.6018/analesps.32.2.216351.

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This research analyzes the generalization ability of learning in children and adolescents with Asperger Syndrome to attentional cognitive aspects with different demands on exercised through the use of a direct cognitive stimulation program. The sample consisted of 15 cases with Asperger between 7 and 15 years (M = 12, SD = 2.7) with attentional difficulties, measured by psychometric orientation instruments, to which an attention training program was implemented to two hours per week for six consecutive months. The results of the pretest-posttest analysis showed statistically significant differences in all attentional subsystems. Selective attention differences are moderate in variables related to processing speed, in sustained attention the reaction time significantly decreased (moderate magnitude of the difference) and increased the successes reducing errors (both with a large magnitude difference) . In alternating attention, a greater number of successes were observed and in split attention higher levels of total responses (both moderate magnitude) were obtained. It is concluded that the attentional performance in the cases analyzed improvement after applying a cognitive training program specifically being able to generalize learning psychometric measures.

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BLOOMFIELD, IMOGEN L. M., COLIN A. ESPIE, and JONATHAN J. EVANS. "Do sleep difficulties exacerbate deficits in sustained attention following traumatic brain injury?" Journal of the International Neuropsychological Society 16, no. 1 (October 2, 2009): 17–25. http://dx.doi.org/10.1017/s1355617709990798.

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AbstractSustained attention has been shown to be vulnerable following traumatic brain injury (TBI). Sleep restriction and disturbances have been shown to negatively affect sustained attention. Sleep disorders are common but under-diagnosed after TBI. Thus, it seems possible that sleep disturbances may exacerbate neuropsychological deficits for a proportion of individuals who have sustained a TBI. The aim of this prospective study was to examine whether poor sleepers post-TBI had poorer sustained and general attentional functioning than good sleepers post-TBI. Retrospective subjective, prospective subjective, and objective measures were used to assess participants’ sleep. The results showed that the poor sleep group had significantly poorer sustained attention ability than the good sleep group. The differences on other measures of attention were not significant. This study supports the use of measures that capture specific components of attention rather than global measures of attention, and highlights the importance of assessing and treating sleep problems in brain injury rehabilitation. (JINS, 2010, 16, 17–25.)

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Linden, Dimitri Van Der, Ger P. J. Keijsers, Paul Eling, and Rachel Van Schaijk. "Work stress and attentional difficulties: An initial study on burnout and cognitive failures." Work & Stress 19, no. 1 (January 2005): 23–36. http://dx.doi.org/10.1080/02678370500065275.

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Sutcliffe, Paul. "Comorbid Attentional Factors and Frequency Discrimination Performance in a Child with Reading Difficulties." International Journal of Disability, Development and Education 53, no. 2 (June 2006): 195–208. http://dx.doi.org/10.1080/10349120600716166.

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Sharpe, Louise, Blake F. Dear, and Leslie Schrieber. "Attentional Biases in Chronic Pain Associated With Rheumatoid Arthritis: Hypervigilance or Difficulties Disengaging?" Journal of Pain 10, no. 3 (March 2009): 329–35. http://dx.doi.org/10.1016/j.jpain.2008.10.005.

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O'Bryan, Emily M., Kristen M. Kraemer, Adrienne L. Johnson, Alison C. McLeish, and Laura E. McLaughlin. "Examining the role of attentional control in terms of specific emotion regulation difficulties." Personality and Individual Differences 108 (April 2017): 158–63. http://dx.doi.org/10.1016/j.paid.2016.12.015.

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40

Fergus, Thomas A., and Michael K. Scullin. "The Cognitive Attentional Syndrome is Associated With Sleep Difficulties in a Community Sample." Behavioral Sleep Medicine 15, no. 5 (April 26, 2016): 410–20. http://dx.doi.org/10.1080/15402002.2016.1141771.

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CATROPPA, CATHY, and VICKI ANDERSON. "A prospective study of the recovery of attention from acute to 2 years following pediatric traumatic brain injury." Journal of the International Neuropsychological Society 11, no. 1 (January 2005): 84–98. http://dx.doi.org/10.1017/s1355617705050101.

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Limited research has investigated specific attentional sequelae following pediatric traumatic brain injury (TBI), such as sustained, selective, and shifting attention, as well as speed of processing. Little is known about the pattern of recovery of these skills or their interaction with ongoing development. The present study examined attentional abilities at acute, 6-, 12-, and 24-month time points postinjury in a group of 71 children who had sustained a mild, moderate, or severe TBI. Results indicated that children who sustained a severe TBI generally performed poorest, but showed most recovery over time. The pattern of recovery was dependent on the attentional component being measured. Specifically, deficits were most evident on more complex and timed tasks. While a number of areas showed recovery over time, for some attentional components, difficulties persisted to 24 months postinjury. (JINS, 2005,11, 84–98.)

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Mishler, Ada D., and Mark B. Neider. "Improving Wayfinding for Older Users With Selective Attention Deficits." Ergonomics in Design: The Quarterly of Human Factors Applications 25, no. 1 (November 15, 2016): 11–16. http://dx.doi.org/10.1177/1064804616659992.

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Older adults experience difficulties with navigating their environments and may need to rely on signs more heavily than younger adults. However, older adults also experience difficulties with focusing their visual attention, which suggests that signs need to be designed with the goal of making it as easy as possible to attend to them. This article discusses some design principles that may be especially important to compensate for declining attentional focus. These principles include distinctiveness, consistent appearance and location, standardized images, simplicity, isolation from other elements of the environment, and reassurance about the current route.

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PIZZO, R., S. URBEN, M. VAN DER LINDEN, C. BORRADORI-TOLSA, M. FRESCHI, M. FORCADA-GUEX, P. HÜPPI, and K. BARISNIKOV. "Attentional networks efficiency in preterm children." Journal of the International Neuropsychological Society 16, no. 1 (October 22, 2009): 130–37. http://dx.doi.org/10.1017/s1355617709991032.

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AbstractRecent studies have reported specific executive and attentional deficits in preterm children. However, the majority of this research has used multidetermined tasks to assess these abilities, and the interpretation of the results lacks an explicit theoretical backdrop to better understand the origin of the difficulties observed. In the present study, we used the Child Attention Network Task (Child ANT; Rueda et al. 2004) to assess the efficiency of the alerting, orienting and executive control networks. We compared the performance of 25 preterm children (gestational age ≤ 32 weeks) to 25 full-term children, all between 5½ and 6½ years of age. Results showed that, as compared to full-term children, preterm children were slower on all conditions of the Child ANT and had a specific deficit in executive control abilities. We also observed a significantly higher correlation between the orienting and executive control networks in the preterm group, suggesting less differentiation of these two networks in this population. (JINS, 2010, 16, 130–137.)

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Lancheros-Cuesta, Diana Janeth, Angela Carrillo-Ramos, and Milena Lancheros-Cuesta. "Evaluation of content adaptation." International Journal of Web Information Systems 15, no. 4 (October 7, 2019): 474–88. http://dx.doi.org/10.1108/ijwis-11-2018-0078.

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Purpose Students have learning difficulties, mainly in processes that involve attention and interpretation of written or spoken language. Technological tools allow to create computational platforms with adaptation aspects depending on the student’s characteristics. It is also important to highlight the progress of the measurement of cognitive processes such as attention through NeuroSky’s MindWave EEG sensors. This paper aims to present the results of analyzing attention levels of children with learning difficulties, based on the acquired brain waves. As a final result, an adaptive computational system that displays educational activities regarding educational profiles of children is obtained. Design/methodology/approach The Kamachiy–Idukay platform was chosen to make the validation. The platform generates the educational activities according to the students’ profile. The validation phases were identification of the test environment, the first environment required a scenario that involved students with learning difficulties, to verify the functionality of the system, when analyzing cases of the students with learning difficulties; identification of two validation criteria, type of educational activity and attention difficulties of the students; and analysis of the brain signal when children interact with the educational content. Findings The adaptation of contents that include music and animations generate higher levels of attention in students with difficulty. The analysis of signals from the NeuroSky sensor to determine the attentional levels in children allowed a generation of content adapted to the characteristics of the difficulty in each child. Research limitations/implications For the validation, it was necessary at the beginning of the activity to determine the stability of the signal emitted by the NeuroSky sensor. Two cases were studied in children with difficulty and their measure of attention versus adaptive contents. Practical implications A k-means algorithm was used to establish the attention levels of the children. Social implications Children with learning difficulties have different learning styles, which implies an adaptation of content that generates an attentional process according to their characteristics. Originality/value Evaluation content adaptation taking into account the signal brain sensor NeuroSky for learning process. The signal brain of the student when interacting with the activities is include in the student profile.

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Sansevere, Kayla S., and Nathan Ward. "Linking Phubbing Behavior to Self-Reported Attentional Failures and Media Multitasking." Future Internet 13, no. 4 (April 14, 2021): 100. http://dx.doi.org/10.3390/fi13040100.

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Phubbing, or using a phone to snub another person, has been investigated through social and personality frameworks. Phubbing involves attending to and performing competing tasks, implying the involvement of attentional abilities. Yet, past research has not yet used a cognitive framework to establish a link between phubbing and attention. Using self-report data from a large online sample, we explored the associations between phubbing and everyday attentional failures. Phubbing was associated with difficulties in attentional shifting and distractibility, frequent attentional lapses, spontaneous and deliberate mind wandering, and attention-related cognitive errors. When examining these attention variables alongside several psychosocial and personality variables, attention-related cognitive errors acted as the biggest predictor of phubbing behavior. Phubbing was also positively correlated with media multitasking, which is a conceptually similar yet distinct technology use behavior. The results suggest that perceived everyday attentional failures are strongly associated with, and to an extent can predict, phubbing behavior, even more so than some social and personality variables. Technology has incorporated itself as a necessity, or at the very least a favored convenience, in most people’s lives. Characterizing technology multitasking behaviors from a variety of frameworks can help us better understand who is engaging in these behaviors and why.

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Himelstein, Jessica, and Jeffrey M. Halperin. "Neurocognitive Functioning in Adults With Attention-Deficit/Hyperactivity Disorder." CNS Spectrums 5, no. 6 (June 2000): 58–64. http://dx.doi.org/10.1017/s1092852900007082.

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AbstractThe performance of nine adults with attention-deficit/hyperactivity disorder (ADHD) was compared with the performance of 23 normal controls on computerized measures of target orientation, sustained attention, encoding speed, and motor output/response organization to determine the nature of the neurocognitive deficits of adults with ADHD. While the groups' performances on measures of sustained attention and encoding speed did not differ, significant group differences were seen on a task that targeted motor output/response organization. These data suggest that the neurocognitive difficulties of ADHD adults are not related to a primary deficit in sustained attentional functioning. Rather, the deficient information processing in ADHD adults is related to difficulties with motor output/response organization.

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Raffaele, Christine Teal, Parmis Khosravi, Alyssa Parker, Sheina Godovich, Brendan Rich, and Nancy Adleman. "Social–Emotional Attention in School-Age Children: A Call for School-Based Intervention during COVID-19 and Distance Learning." Children & Schools 43, no. 2 (April 1, 2021): 107–17. http://dx.doi.org/10.1093/cs/cdab010.

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Abstract Early research indicates that the COVID-19 pandemic and subsequent regulations put children at increased risk of negative mood, anxiety, attention difficulties, and social challenges. Concordantly, these difficulties also are associated with deficits in social–emotional attention in children. On a daily basis, students are required to process and respond to a large amount of complex social–emotional information, including attending to teachers and interacting with peers. These attentional demands and associated stressors have increased as students are required to stare at computer screens during online learning as a result of COVID-19 restrictions. However, there is a dearth of research that investigates the role of social and emotional information on attention in children. The present study assessed the effects of social relevance and emotional valence on attentional demands in children and how functioning is related to individual differences in symptoms and deficits that may be exacerbated by the COVID-19 pandemic. Results show that social and emotional information affect attention in children. Task performance also was associated with negative mood, social stress, and attention focus. This study highlights the need for school-based distance learning interventions to help ameliorate negative social–emotional risks of the COVID-19 pandemic in children. Potential effective avenues include mindfulness-based interventions and attention bias modification training.

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Field, Colin D., Cherrie Galletly, Deborah Anderson, and Pieter Walker. "Computer-Aided Cognitive Rehabilitation: Possible Application to the Attentional Deficit of Schizophrenia, a Report of Negative Results." Perceptual and Motor Skills 85, no. 3 (December 1997): 995–1002. http://dx.doi.org/10.2466/pms.1997.85.3.995.

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The cognitive deficits associated with schizophrenia commonly include impairment in attention, which may contribute to difficulties with learning, memory, and executive function. This study evaluated the effectiveness of computer-aided training of attentional skills in schizophrenia. Two groups of schizophrenic subjects (9 men and 1 woman) were matched for age, estimated premorbid IQ, and positive and negative symptom scores. Both groups were assessed using a battery of attentional tests. Subjects then received either six 1-hr. computer-aided cognitive rehabilitation sessions (experimental condition) or six sessions of graphics-based computer games (control condition). Both groups were reassessed with attentional measures. There was significant improvement on only one test, a letter-cancellation task. This improvement was evident in both groups suggesting that this was a practise effect. Apart from the letter-cancellation test, subjects undertaking the computer-aided rehabilitation treatment did not show significant improvement on any attentional tasks.

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Lizarán, M., R. Sahuquillo-Leal, P. Navalón, A. Moreno-Giménez, B. Almansa, M. Vento, and A. García-Blanco. "An eye-tracking study for measuring the attentional characteristics towards emotional scenes in children with autism spectrum condition." European Psychiatry 64, S1 (April 2021): S226—S227. http://dx.doi.org/10.1192/j.eurpsy.2021.605.

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IntroductionThe difficulties in social interaction present in individuals with autism spectrum conditions may are related with the abnormal attentional processing of emotional information. Specifically, it has been hypothesized that the hypersensibility to threat shown by individuals with autism may explain an avoidance behaviour. However, this hypothesis is not supported by research and the underlying psychological mechanisms of social interaction in autism still unclear.ObjectivesThe aim of the present study was to examine attentional processing biases by administering a computer-based attentional task in a sample of 27 children with autism spectrum conditions and 25 typically developed participants (age 11-15 years).MethodsThe initial orienting of attention, the attention al engagement, and the attentional maintenance to different emotional scenes in competition (i.e. happy, neutral, threatening and sad) were measured by recording the eye movements during a 20 seconds free-viewing task.Results The main findings were: i) children with autism spectrum conditions showed an initial orientating bias towards threatening stimuli; and ii) while typically developed children revealed an attentional engagement and attentional maintenance bias towards threatening stimuli, children with autism spectrum conditions did not.ConclusionsThe findings of the present study are consistent with the affective information processing theories and shed light on the underlying mechanisms of social disturbances in autism spectrum conditions.

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Tanet, A., A. Philippe, C. Cavezian, and S. Chokron. "A Case Report of Asperger Syndrom with Associated Visuo-Attentional Disorders." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71099-5.

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In Pervasive Developmental Disorders, visual perception deficits, such as impaired face and object recognition, have been previously described. More particularly, Kracke (1994) as well as Pietz and colleagues (2003) reported prosopagnosia in individuals fulfilling criteria for Asperger Syndrome (AS). Moreover, anatomical or functional anomalies in the temporo-occipital areas have been observed in neuroimaging studies in autistic patients. Besides, this region is known to underlie visuo-attentional functions. Yet, the examination of such cognitive functions in autistic disorders is scarce, even in clinical practice.This poster presents the case study of a teenager (male, 14 years) diagnosed with AS on the basis of his developmental history and current presentation: marked social abnormalities, lack of ocular contact, good language although with verbal and non-verbal communication difficulties, circumscribed special interests and motor impairments.A neuropsychological and neuroophtalmological assessment of visuo-attentional cognitive functions revealed a visual field concentric reduction, signs of left unilateral spatial neglect, impaired visual pursuit, visuo-constructive apraxia and visual extinction. The anatomical MRI showed a mild enlargement of the left posterior ventricular horn (facing the occipital lobe), probably consecutive to a cortical atrophy (in the occipito-parietal parenchyma).This case study emphasizes that visuo-attentional cognitive difficulties such as visual recognition deficit, visual field defect and attentional bias may be associated to behavioural signs of AS. In addition to previous descriptions in the literature, our case study leads us to consider that neuropsychological assessments of visuo-attentional functions in children with autistic symptoms may provide invaluable clinical and theoretical information.

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