Статті в журналах: "Visual-attentional span"

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Magimairaj, Beula, James Montgomery, Sally Marinellie, and John McCarthy. "Relation of three mechanisms of working memory to children’s complex span performance." International Journal of Behavioral Development 33, no. 5 (July 15, 2009): 460–69. http://dx.doi.org/10.1177/0165025409340091.

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There is a paucity of research examining the relative contribution of the different mechanisms of working memory (short-term storage [STM], processing speed) to children’s complex memory span. This study served to replicate and extend the few extant studies that have examined the issue. In this study, the relative contribution of three mechanisms of working memory — STM storage, processing speed, attentional resource allocation — to children’s complex span was examined. Children (6—12) completed a digit span task, an auditory-visual reaction time task, a task of attentional allocation, and a complex (listening) span task. Correlation analyses revealed that, after controlling for age, storage, processing speed, and attentional allocation significantly correlated with complex span. Regression analyses showed that, after partialling out age, storage accounted for 12.1% of unique variance in complex span and processing speed accounted for another 6.6% of unique variance; allocation contributed no unique variance. Consistent with the developmental literature, storage and general processing speed play critical roles in children’s complex span performance.

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Minnick, Mark R., Koraly E. Pérez-Edgar, and José A. Soto. "A Disruption in the Balance of Attentional Systems Plays a Role in Trait Anxiety." Brain Sciences 10, no. 10 (October 21, 2020): 761. http://dx.doi.org/10.3390/brainsci10100761.

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Elevated levels of anxiety are associated with attentional threat biases and inefficient attentional control, with the latter requiring sustained cognitive effort. The current study assessed self-reported and behavioral evidence of attentional functioning, along with electrodermal activity (EDA; measured via changes in skin conductance level [SCL reactivity]) as an index of sympathetic arousal, to examine whether these vulnerabilities are evident among individuals with elevated trait anxiety (non-clinical). Fifty-nine participants completed a working memory span task measuring attentional control under high cognitive load. A visual change detection task assessed stimulus-driven attention as an indicator of vigilance to non-threatening visual information. Trait anxiety was self-reported. SCL was captured at rest and during the working memory task. Results revealed that trait anxiety was positively related to speed of visual change detection, without accuracy costs, suggesting enhanced vigilance for neutral visual information among those higher in trait anxiety. Trait anxiety also moderated the relation between change detection speed and attentional control, such that attentional vigilance was not associated with variation in attentional control for individuals higher in trait anxiety. However, for individuals lower in trait anxiety, vigilance was negatively associated with attention control. The relationship between vigilance and attentional control was also moderated by SCL reactivity such that the association was only significant at lower SCL reactivity levels. Taken together, results suggest that individuals higher in trait anxiety demonstrate greater attentional control in the service of visual detection, but greater attentional control may come at the cost of increased sympathetic arousal.

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Holmes, Virginia M., and Georgia Dawson. "Visual-attentional span and lexical decision in skilled adult readers." Journal of Research in Reading 37, no. 4 (September 21, 2012): 331–55. http://dx.doi.org/10.1111/j.1467-9817.2012.01543.x.

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Navarro-Oliver, G., E. Fernández-Jiménez, I. Torrea-Araiz, T. Castellanos-Villaverde, E. Vidal-Bermejo, and A. Hospital-Moreno. "Attentional functioning after two online mindfulness-based group interventions: Acceptance and commitment therapy and a mindfulness-based emotional regulation intervention in anxiety disorders. Preliminary results." European Psychiatry 64, S1 (April 2021): S787. http://dx.doi.org/10.1192/j.eurpsy.2021.2082.

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Introduction The relationship between attentional functioning and mindfulness is an intensive field of study, mainly in face-to-face interventions. However, no neuropsychological study addressed the effect of online mindfulness-based interventions on this cognitive function.ObjectivesTo assess changes on attentional functioning after two online mindfulness-based group interventions in adult patients with anxiety disorders.MethodsThis study was carried out in a Mental Health Unit in Spain (Colmenar Viejo, Madrid). Thirteen adult patients (age mean = 51.69 years, ranging from 33 to 69 years, S.D. = 11.56) with anxiety disorders completed the interventions. The group treatments were Acceptance and Commitment Therapy and a Mindfulness-based Emotional Regulation intervention, during 8 weeks, guided by two Clinical Psychology residents. Both interventions were carried out online. The dependent variables were the scores on the TMT-A (seconds), Digit span forward and Longest digit span forward (WAIS-IV). A comparison of paired-means was conducted. Statistical significance was set at p < .05.ResultsThe normality assumption was met except for Longest digit span forward. The paired t-test showed statistically significant change between pre-treatment and post-treatment on TMT-A [t(12)= 3.81; p = 0.002; Cohen’s d = 1.056; statistical power observed = 94.0%], but not on Digit span forward (p = .45). Wilcoxon signed ranks test showed no statistically significant change on Longest digit span forward (p = .56).ConclusionsThese results show a large improvement on visual attention and speed of visuomotor tracking, but not on auditive attention, after both online mindfulness-based group interventions.DisclosureNo significant relationships.

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Gustafson, Roland. "Visual Attentional Span as a Function of a Small Dose of Alcohol." Perceptual and Motor Skills 63, no. 2 (October 1986): 367–70. http://dx.doi.org/10.2466/pms.1986.63.2.367.

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An experimental study was performed testing whether a small dose of alcohol would lead to larger decrements in simple visual reaction time for peripheral signals compared to central ones. Analysis indicated such an effect of alcohol, which was discussed as supportive of an interpretation in terms of impaired peripheral sensory sensitivity rather than a redistribution of attention within the visual field.

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Bélanger, Nathalie N., Michelle Lee, and Elizabeth R. Schotter. "Young skilled deaf readers have an enhanced perceptual span in reading." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 291–301. http://dx.doi.org/10.1080/17470218.2017.1324498.

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Recently, Bélanger, Slattery, Mayberry and Rayner showed, using the moving-window paradigm, that profoundly deaf adults have a wider perceptual span during reading relative to hearing adults matched on reading level. This difference might be related to the fact that deaf adults allocate more visual attention to simple stimuli in the parafovea. Importantly, this reorganization of visual attention in deaf individuals is already manifesting in deaf children. This leads to questions about the time course of the emergence of an enhanced perceptual span (which is under attentional control) in young deaf readers. The present research addressed this question by comparing the perceptual spans of young deaf readers (age 7-15) and young hearing readers (age 7-15). Young deaf readers, like deaf adults, were found to have a wider perceptual span relative to their hearing peers matched on reading level, suggesting that strong and early reorganization of visual attention in deaf individuals goes beyond the processing of simple visual stimuli and emerges into more cognitively complex tasks, such as reading.

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Caldani, Simona, Christophe-Loïc Gerard, Hugo Peyre, and Maria Pia Bucci. "Visual Attentional Training Improves Reading Capabilities in Children with Dyslexia: An Eye Tracker Study During a Reading Task." Brain Sciences 10, no. 8 (August 15, 2020): 558. http://dx.doi.org/10.3390/brainsci10080558.

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Dyslexia is a specific disorder in reading abilities. The aim of this study was to explore whether a short visual attentional training could improve reading capabilities in children with reading disorders by changing their oculomotor characteristics. Two groups (G1 and G2) of 25 children with reading disabilities and who are matched in IQ (intelligence quotient), sex, and age participated in the study. The allocation of a subject to a specific group (G1 = experimental group; G2 = control group) was generated in an unpredictable random sequence. The reading task was recorded twice for G1, i.e., before (T1) and after (T2) 10 min of visual attentional training. Training consisted of oculomotor tasks (saccades and pursuits movements) and searching tasks (three different exercises). For G2, the two reading tasks at T1 and T2 were done at an interval of 10 min instead. We found that at T1, oculomotor performances during reading were statistically similar for both groups of children with reading disabilities (G1 and G2). At T2, the group G1 only improved oculomotor capabilities significantly during reading; in particular, children read faster, and their fixation time was shortest. We conclude that short visual attentional training could improve the cortical mechanisms responsible for attention and reading capabilities. Further studies on a larger number of dyslexic children will be necessary in order to explore the effects of different training types on the visual attentional span given its important role on the orienting and focusing visuospatial attention and on the oculomotor performance in children with dyslexia.

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Rey, Amandine E., Rémy Versace, and Gaën Plancher. "When a Reactivated Visual Mask Disrupts Serial Recall." Experimental Psychology 65, no. 5 (September 2018): 263–71. http://dx.doi.org/10.1027/1618-3169/a000414.

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Abstract. To prevent forgetting in working memory, the attentional refreshing is supposed to increase the level of activation of memory traces by focusing attention. However, the involvement of memory traces reactivation in refreshing relies in the majority on indirect evidence. The aim of this study was to show that refreshing relies on the reactivation of memory traces by investigating how the reactivation of an irrelevant trace prevents the attentional refreshing to take place, and (2) the memory traces reactivated are sensorial in nature. We used a reactivated visual mask presented during the encoding (Experiment 1) and the refreshing (Experiment 2) of pictures in a complex span task. Results showed impaired serial recall performance in both experiments when the mask was reactivated compared to a control stimulus. Experiment 3 confirmed the refreshing account of these results. We proposed that refreshing relies on the reactivation of sensory memory traces.

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Granholm, Eric, Robert F. Asarnow, and Stephen R. Marder. "Display visual angle and attentional scanpaths on the span of apprehension task in schizophrenia." Journal of Abnormal Psychology 105, no. 1 (February 1996): 17–24. http://dx.doi.org/10.1037/0021-843x.105.1.17.

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SPICCIARELLI, Gaia, Flavia GHELLER, and Barbara ARFé. "The effects of multitalker babble noise on children's cognitive performance." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 270, no. 5 (October 4, 2024): 6312–21. http://dx.doi.org/10.3397/in_2024_3713.

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Classroom noise, particularly irrelevant speech or background babble noise, can have detrimental effects on academic tasks and learning more generally. Researchers have proposed two alternative explanations of the interference of babble noise on non-auditory academic tasks, such as reading or math: i) Babble noise may generate interference on these tasks due to the automatic access of speech sounds (babbling) to phonological short-term memory; or ii) by capturing children's attention, thereby diverting general attentional resources from the task. To test these hypotheses, we asked 3rd to 5th graders to perform two visual attention and two verbal working memory tasks (digit span and reading span) in both quiet and noisy conditions. Multitalker babble noise was administered through headphones at 65dB. The results revealed significant noise effects only in the most complex verbal working memory task (reading span). Interestingly, a significant difference between conditions was also observed in one of the visual attention tasks, where higher scores were, however, achieved in the presence of noise. These preliminary findings will be discussed in light of the current literature.

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Poole, Bradley J., and Michael J. Kane. "Working-memory capacity predicts the executive control of visual search among distractors: The influences of sustained and selective attention." Quarterly Journal of Experimental Psychology 62, no. 7 (July 2009): 1430–54. http://dx.doi.org/10.1080/17470210802479329.

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Variation in working-memory capacity (WMC) predicts individual differences in only some attention-control capabilities. Whereas higher WMC subjects outperform lower WMC subjects in tasks requiring the restraint of prepotent but inappropriate responses, and the constraint of attentional focus to target stimuli against distractors, they do not differ in prototypical visual-search tasks, even those that yield steep search slopes and engender top-down control. The present three experiments tested whether WMC, as measured by complex memory span tasks, would predict search latencies when the 1–8 target locations to be searched appeared alone, versus appearing among distractor locations to be ignored, with the latter requiring selective attentional focus. Subjects viewed target-location cues and then fixated on those locations over either long (1,500–1,550 ms) or short (300 ms) delays. Higher WMC subjects identified targets faster than did lower WMC subjects only in the presence of distractors and only over long fixation delays. WMC thus appears to affect subjects’ ability to maintain a constrained attentional focus over time.

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Visu-Petra, Laura, Lavinia Cheie, Oana Benga, and Tracy Packiam Alloway. "Effects of anxiety on memory storage and updating in young children." International Journal of Behavioral Development 35, no. 1 (August 12, 2010): 38–47. http://dx.doi.org/10.1177/0165025410368945.

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The relationship between trait anxiety and memory functioning in young children was investigated. Two studies were conducted, using tasks tapping verbal and visual-spatial short-term memory (Study 1) and working memory (Study 2) in preschoolers. On the verbal storage tasks, there was a detrimental effect of anxiety on processing efficiency (duration of preparatory intervals) on Word Span. Performance effectiveness (memory span) did not differ between high-anxious and low-anxious children. In the second study, evaluating memory updating in a dual-task context, high-anxious children performed worse than low-anxious children on two verbal working memory tasks. Therefore, when simple verbal storage is required, high-anxious children show only efficiency deficits; when executive demands are higher (i.e., verbal updating) both accuracy and efficiency are impaired. However, on the visual-spatial storage and updating measures, performance did not differ between the two anxiety groups. The results are discussed in the context of the attentional control theory (Eysenck, Derakshan, Santos, & Calvo, 2007).

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Senior, Josh, Andy Kim, and Mara Mather. "MECHANISMS OF ATTENTIONAL CONTROL AND SUPPRESSION IN AGING." Innovation in Aging 7, Supplement_1 (December 1, 2023): 813–14. http://dx.doi.org/10.1093/geroni/igad104.2625.

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Abstract Attentional control plays a crucial role in our daily lives by allowing our brains to selectively process relevant information while filtering out task-irrelevant distractions. Due to aging, older adults have demonstrated a heightened propensity to be more distractible. This decreased ability to regulate attention has been attributed to an inability to inhibit task-irrelevant salient stimuli. However, the specific mechanisms that underlie this age-related alteration remain unclear. In this study, we utilized a visual search paradigm that directly measures mechanisms of attentional suppression to test our hypothesis that older adults demonstrate reduced capabilities to suppress task-irrelevant information. Young adults (aged 18-35) and older adults (aged 50-80) were tasked to utilize goal-directed attentional control by fixating at a specific target shape. Critically, in some trials, individuals were exposed to a salient color shape that acted as a singleton distractor. While young adults show the ability to suppress attentional allocation to this salient distractor in this paradigm, we hypothesized that older adults would demonstrate attentional capture by this salient distractor. Our findings revealed that older adults made significantly fewer first-fixations towards the target, demonstrating a marked impairment with goal-directed attentional control. Surprisingly, older adults still made fewer fixations toward the distractor in comparison to non-targets, demonstrating that older adults sustained the ability to suppress irrelevant distractors. These findings raise important questions on the mechanisms that underlie increased distractibility in aging and oculomotor attentional control.

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Craston, Patrick, Brad Wyble, Srivas Chennu, and Howard Bowman. "The Attentional Blink Reveals Serial Working Memory Encoding: Evidence from Virtual and Human Event-related Potentials." Journal of Cognitive Neuroscience 21, no. 3 (March 2009): 550–66. http://dx.doi.org/10.1162/jocn.2009.21036.

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Observers often miss a second target (T2) if it follows an identified first target item (T1) within half a second in rapid serial visual presentation (RSVP), a finding termed the attentional blink. If two targets are presented in immediate succession, however, accuracy is excellent (Lag 1 sparing). The resource sharing hypothesis proposes a dynamic distribution of resources over a time span of up to 600 msec during the attentional blink. In contrast, the ST2 model argues that working memory encoding is serial during the attentional blink and that, due to joint consolidation, Lag 1 is the only case where resources are shared. Experiment 1 investigates the P3 ERP component evoked by targets in RSVP. The results suggest that, in this context, P3 amplitude is an indication of bottom–up strength rather than a measure of cognitive resource allocation. Experiment 2, employing a two-target paradigm, suggests that T1 consolidation is not affected by the presentation of T2 during the attentional blink. However, if targets are presented in immediate succession (Lag 1 sparing), they are jointly encoded into working memory. We use the ST2 model's neural network implementation, which replicates a range of behavioral results related to the attentional blink, to generate “virtual ERPs” by summing across activation traces. We compare virtual to human ERPs and show how the results suggest a serial nature of working memory encoding as implied by the ST2 model.

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Limbeng, Deni Hansen, Audry Devisanty Wuysang, David Gunawan, Firdaus Hamid, Hasmawaty Basir, and Muhammad Yunus Amran. "Sleep Quality and Attentional Function in Adolescent Gamers Aged 13-14 Years in Makassar." Jurnal Ilmiah Kesehatan (JIKA) 6, no. 1 (April 30, 2024): 55–65. http://dx.doi.org/10.36590/jika.v6i1.575.

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The prevalence of adolescents who spend >5 hours per day playing games has a higher risk of developing sleep disorders. Gaming addiction can cause sleep deprivation and the inability to concentrate, which can lead to attention disorders and impulsive behavior. This study is an analytical observational study with a cross-sectional design that aims to determine the relationship of sleep quality in adolescent gamers to impaired attentional function at SMP Negeri 30 Makassar which was conducted in January 2023. The total subject in the study was 64 people. Most of the subject had a duration of playing games of 3-6 hours per day, which totaled 35 (54,6%) people. Gamers who have abnormal sleep quality are 43 (67,2%). We found that the longer duration of gaming caused the sleep quality to decrease (p-value=0,032). There was a significant relationship between the Pittsburgh Sleep Quality Index (PSQI) score with the visual attention test score (p-value=0,001) and the digit span word test score (p-value=0,006). This study concludes that poor sleep quality is associated with impaired attentional function in the accuracy and reaction domain and impaired attentional function in the working memory domain.

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Pesce, Caterina, and Rainer Bösel. "Focusing of Visuospatial Attention." Journal of Psychophysiology 15, no. 4 (October 2001): 256–74. http://dx.doi.org/10.1027//0269-8803.15.4.256.

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Abstract In the present study we explored the focusing of visuospatial attention in subjects practicing and not practicing activities with high attentional demands. Similar to the studies of Castiello and Umiltà (e. g., 1990) , our experimental procedure was a variation of Posner's (1980) basic paradigm for exploring covert orienting of visuospatial attention. In a simple RT-task, a peripheral cue of varying size was presented unilaterally or bilaterally from a central fixation point and followed by a target at different stimulus-onset-asynchronies (SOAs). The target could occur validly inside the cue or invalidly outside the cue with varying spatial relation to its boundary. Event-related brain potentials (ERPs) and reaction times (RTs) were recorded to target stimuli under the different task conditions. RT and ERP findings showed converging aspects as well as dissociations. Electrophysiological results revealed an amplitude modulation of the ERPs in the early and late Nd time interval at both anterior and posterior scalp sites, which seems to be related to the effects of peripheral informative cues as well as to the attentional expertise. Results were: (1) shorter latency effects confirm the positive-going amplitude enhancement elicited by unilateral peripheral cues and strengthen the criticism against the neutrality of spatially nonpredictive peripheral cueing of all possible target locations which is often presumed in behavioral studies. (2) Longer latency effects show that subjects with attentional expertise modulate the distribution of the attentional resources in the visual space differently than nonexperienced subjects. Skilled practice may lead to minimizing attentional costs by automatizing the use of a span of attention that is adapted to the most frequent task demands and endogenously increases the allocation of resources to cope with less usual attending conditions.

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Iachini, Tina, Francesco Ruotolo, Alessandro Iavarone, Michele Carpinelli Mazzi, and Gennaro Ruggiero. "From aMCI to AD: The Role of Visuo-Spatial Memory Span and Executive Functions in Egocentric and Allocentric Spatial Impairments." Brain Sciences 11, no. 11 (November 19, 2021): 1536. http://dx.doi.org/10.3390/brainsci11111536.

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A difficulty in encoding spatial information in an egocentric (i.e., body-to-object) and especially allocentric (i.e., object-to-object) manner, and impairments in executive function (EF) are typical in amnestic mild cognitive impairment (aMCI) and Alzheimer’s disease (AD). Since executive functions are involved in spatial encodings, it is important to understand the extent of their reciprocal or selective impairment. To this end, AD patients, aMCI and healthy elderly people had to provide egocentric (What object was closest to you?) and allocentric (What object was closest to object X?) judgments about memorized objects. Participants’ frontal functions, attentional resources and visual-spatial memory were assessed with the Frontal Assessment Battery (FAB), the Trail Making Test (TMT) and the Corsi Block Tapping Test (forward/backward). Results showed that ADs performed worse than all others in all tasks but did not differ from aMCIs in allocentric judgments and Corsi forward. Regression analyses showed, although to different degrees in the three groups, a link between attentional resources, visuo-spatial memory and egocentric performance, and between frontal resources and allocentric performance. Therefore, visuo-spatial memory, especially when it involves allocentric frames and requires demanding active processing, should be carefully assessed to reveal early signs of conversion from aMCI to AD.

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Vialatte, Audrey, Romeo Salemme, Aarlenne Zein Khan, and Laure Pisella. "Attentional limits in visual search with and without dorsal parietal dysfunction: space-based window or object-based span?" Neuropsychologia 161 (October 2021): 108013. http://dx.doi.org/10.1016/j.neuropsychologia.2021.108013.

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Kuo, Michael Chih Chien, Tsz Yang Fong, Cheuk Wing Fung, Chi To Pang, Lok Man So, Ka Ki Tse, Armstrong Tat San Chiu, and King Yeung. "Computerized attention training for visually impaired older adults with dementia: a case study." Dementia & Neuropsychologia 14, no. 4 (December 2020): 430–33. http://dx.doi.org/10.1590/1980-57642020dn14-040015.

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ABSTRACT. Dementia causes disorders in multiple higher cortical functions. Visual impairment could further impact cognition in those with dementia. This study reports the results of a computerized attention training program in a patient with dementia and visual impairment. The case involves a 98-year-old woman with bilateral maculopathy and moderate dementia. The program consisted of pre- and post-assessments and training sessions. Assessments included the Cantonese version of the Mini-Mental State Examination, the digit span forward test, the Chinese version of the Verbal Learning Test (CVVLT), and the Test of Attentional Performance (TAP). Training sessions were conducted once to twice a week for a total of 8 45-minute sessions. The participant showed a decrease in the CVVLT score and improvements in TAP parameters. The results indicated that, in visually impaired older adults with dementia, attention and processing speed (measured by a sensitive test such as TAP) could potentially be improved with appropriate computerized training.

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MONTGOMERY, JAMES W., ANZHELA POLUNENKO, and SALLY A. MARINELLIE. "Role of working memory in children's understanding spoken narrative: A preliminary investigation." Applied Psycholinguistics 30, no. 3 (July 2009): 485–509. http://dx.doi.org/10.1017/s0142716409090249.

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ABSTRACTThe role of phonological short-term memory (PSTM), attentional resource capacity/allocation, and processing speed on children's spoken narrative comprehension was investigated. Sixty-seven children (6–11 years) completed a digit span task (PSTM), concurrent verbal processing and storage (CPS) task (resource capacity/allocation), auditory–visual reaction time (AVRT) task (processing speed), and the Test of Narrative Language. Correlation and regression analyses examined the association between the memory variables and comprehension. The main findings were (a) CPS and AVRT correlated with comprehension and (b) after accounting for age, CPS accounted for a significant 7.9% of unique variance and AVRT accounted for another significant 5.2%. The results indicate that resource capacity/allocation and processing speed are important to children's ability to understand spoken narrative.

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Wood, Stephen J., Warrick J. Brewer, Penny Koutsouradis, Lisa J. Phillips, Shona M. Francey, Tina M. Proffitt, Alison R. Yung, Henry J. Jackson, Patrick D. McGorry, and Christos Pantelis. "Cognitive decline following psychosis onset." British Journal of Psychiatry 191, S51 (December 2007): s52—s57. http://dx.doi.org/10.1192/bjp.191.51.s52.

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BackgroundThe origin of cognitive impairments in psychotic disorders is still unclear. Although some deficits are apparent prior to the onset of frank illness, it is unknown if they progressAimsTo investigate whether cognitive function declined over the transition to psychosis in a group of ultra-high risk individualsMethodParticipants consisted of two groups: controls (n = 17) and individuals at ultra-high risk for development of psychosis (n = 16). Seven of the latter group later developed psychosis. Neuropsychological testing was conducted at baseline and again after at least a 12-month intervalResultsBoth the Visual Reproduction sub-test of the Wechsler Memory Scale-Revised and Trail-Making Test B showed a decline over the follow-up period that was specific to the group who became psychotic. In addition, both high-risk groups showed a decline in digit span performance. No other task showed significant change over timeConclusionsThese preliminary data suggest that as psychosis develops there may be a specific decline in visual memory and attentional set-shifting, reflecting impairments in efficient organisation of visual stimuli. This may be caused by either the illness itself or treatment with antipsychotic medication

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Mialet, JP, JC Bisserbe, A. Jacobs, and HG Pope. "Two-dimensional anxiety: A confirmation using a computerized neuropsychological testing of attentional performance." European Psychiatry 11, no. 7 (1996): 344–52. http://dx.doi.org/10.1016/s0924-9338(97)81057-7.

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SummaryThe aim of this study was to assess the effects of anxiety on attentional performance with neutral stimuli. It was set up as follows: a fourfold comparison was made of trait anxiety and state anxiety. Sixty-two undergraduate students were included in the study, and four groups of subjects were set up by a median split of the scores obtained on the Spielberger Trait and State Anxiety Inventory (STAI): high trait-high state (N = 18); high trait-low state (N = 11); low trait-low state (N = 23); low trait-high state (N = 10). A computerized battery of neuropsychological tests, the ACE battery, was administered to provide a multidimensional assessment of attention. The ACE battery comprises five tests which assess the following aspects of attention: ability to monitor a routine task; temporal preparation; visual detection; memory span; visual spatial attention and memory. High state anxious subjects displayed impairment in executive functions, manifested by a significantly higher level of motor preparation in a simple reaction time (RT) task and a speed accuracy trade-off in a divided attention task; high trait anxious subjects performed significantly better on the visual detection task. No trait × state interaction was found. It was concluded that high state anxiety is associated with psychomotor alertness and high trait anxiety with perceptual alertness. These two dimensions of psychometric anxiety seem to have effects on attention that are independent of one another and which should be analysed separately in the future.

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Rauchman, Steven H., Jacqueline Albert, Aaron Pinkhasov, and Allison B. Reiss. "Mild-to-Moderate Traumatic Brain Injury: A Review with Focus on the Visual System." Neurology International 14, no. 2 (May 30, 2022): 453–70. http://dx.doi.org/10.3390/neurolint14020038.

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Traumatic Brain Injury (TBI) is a major global public health problem. Neurological damage from TBI may be mild, moderate, or severe and occurs both immediately at the time of impact (primary injury) and continues to evolve afterwards (secondary injury). In mild (m)TBI, common symptoms are headaches, dizziness and fatigue. Visual impairment is especially prevalent. Insomnia, attentional deficits and memory problems often occur. Neuroimaging methods for the management of TBI include computed tomography and magnetic resonance imaging. The location and the extent of injuries determine the motor and/or sensory deficits that result. Parietal lobe damage can lead to deficits in sensorimotor function, memory, and attention span. The processing of visual information may be disrupted, with consequences such as poor hand-eye coordination and balance. TBI may cause lesions in the occipital or parietal lobe that leave the TBI patient with incomplete homonymous hemianopia. Overall, TBI can interfere with everyday life by compromising the ability to work, sleep, drive, read, communicate and perform numerous activities previously taken for granted. Treatment and rehabilitation options available to TBI sufferers are inadequate and there is a pressing need for new ways to help these patients to optimize their functioning and maintain productivity and participation in life activities, family and community.

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Kovack-Lesh, Kristine A., Bob McMurray, and Lisa M. Oakes. "Four-month-old infants’ visual investigation of cats and dogs: Relations with pet experience and attentional strategy." Developmental Psychology 50, no. 2 (February 2014): 402–13. http://dx.doi.org/10.1037/a0033195.

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Li, Peng, Dezheng Zhang, Aziguli Wulamu, Xin Liu, and Peng Chen. "Semantic Relation Model and Dataset for Remote Sensing Scene Understanding." ISPRS International Journal of Geo-Information 10, no. 7 (July 17, 2021): 488. http://dx.doi.org/10.3390/ijgi10070488.

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A deep understanding of our visual world is more than an isolated perception on a series of objects, and the relationships between them also contain rich semantic information. Especially for those satellite remote sensing images, the span is so large that the various objects are always of different sizes and complex spatial compositions. Therefore, the recognition of semantic relations is conducive to strengthen the understanding of remote sensing scenes. In this paper, we propose a novel multi-scale semantic fusion network (MSFN). In this framework, dilated convolution is introduced into a graph convolutional network (GCN) based on an attentional mechanism to fuse and refine multi-scale semantic context, which is crucial to strengthen the cognitive ability of our model Besides, based on the mapping between visual features and semantic embeddings, we design a sparse relationship extraction module to remove meaningless connections among entities and improve the efficiency of scene graph generation. Meanwhile, to further promote the research of scene understanding in remote sensing field, this paper also proposes a remote sensing scene graph dataset (RSSGD). We carry out extensive experiments and the results show that our model significantly outperforms previous methods on scene graph generation. In addition, RSSGD effectively bridges the huge semantic gap between low-level perception and high-level cognition of remote sensing images.

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Taitelbaum-Swead, Riki, Zvi Kozol, and Leah Fostick. "Listening Effort Among Adults With and Without Attention-Deficit/Hyperactivity Disorder." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4554–63. http://dx.doi.org/10.1044/2019_jslhr-h-19-0134.

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Purpose Few studies have assessed listening effort (LE)—the cognitive resources required to perceive speech—among populations with intact hearing but reduced availability of cognitive resources. Attention/deficit/hyperactivity disorder (ADHD) is theorized to restrict attention span, possibly making speech perception in adverse conditions more challenging. This study examined the effect of ADHD on LE among adults using a behavioral dual-task paradigm (DTP). Method Thirty-nine normal-hearing adults (aged 21–27 years) participated: 19 with ADHD (ADHD group) and 20 without ADHD (control group). Baseline group differences were measured in visual and auditory attention as well as speech perception. LE using DTP was assessed as the performance difference on a visual–motor task versus a simultaneous auditory and visual–motor task. Results Group differences in attention were confirmed by differences in visual attention (larger reaction times between congruent and incongruent conditions) and auditory attention (lower accuracy in the presence of distractors) among the ADHD group, compared to the controls. LE was greater among the ADHD group than the control group. Nevertheless, no group differences were found in speech perception. Conclusions LE is increased among those with ADHD. As a DTP assumes limited cognitive capacity to allocate attentional resources, LE among those with ADHD may be increased because higher level cognitive processes are more taxed in this population. Studies on LE using a DTP should take into consideration mechanisms of selective and divided attention. Among young adults who need to continuously process great volumes of auditory and visual information, much more effort may be expended by those with ADHD than those without it. As a result, those with ADHD may be more prone to fatigue and irritability, similar to those who are engaged in more outwardly demanding tasks.

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Balslev, Daniela, Bartholomaeus Odoj, Johannes Rennig, and Hans-Otto Karnath. "Abnormal Center–Periphery Gradient in Spatial Attention in Simultanagnosia." Journal of Cognitive Neuroscience 26, no. 12 (December 2014): 2778–88. http://dx.doi.org/10.1162/jocn_a_00666.

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Patients suffering from simultanagnosia cannot perceive more than one object at a time. The underlying mechanism is incompletely understood. One hypothesis is that simultanagnosia reflects “tunnel vision,” a constricted attention window around gaze, which precludes the grouping of individual objects. Although this idea has a long history in neuropsychology, the question whether the patients indeed have an abnormal attention gradient around the gaze has so far not been addressed. Here we tested this hypothesis in two simultanagnosia patients with bilateral parieto-occipital lesions and two control groups, with and without brain damage. We assessed the participants' ability to discriminate letters presented briefly at fixation with and without a peripheral distractor or in the visual periphery, with or without a foveal distractor. A constricted span of attention around gaze would predict an increased susceptibility to foveated versus peripheral distractors. Contrary to this prediction and unlike both control groups, the patients' ability to discriminate the target decreased more in the presence of peripheral compared with foveated distractors. Thus, the attentional spotlight in simultanagnosia does not fall on foveated objects as previously assumed, but rather abnormally highlights the periphery. Furthermore, we found the same center–periphery gradient in the patients' ability to recognize multiple objects. They detected multiple, but not single objects more accurately in the periphery than at fixation. These results suggest that an abnormal allocation of attention around the gaze can disrupt the grouping of individual objects into an integrated visual scene.

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MELLERS, J. D. C., B. K. TOONE, and W. A. LISHMAN. "A neuropsychological comparison of schizophrenia and schizophrenia-like psychosis of epilepsy." Psychological Medicine 30, no. 2 (March 2000): 325–35. http://dx.doi.org/10.1017/s0033291799001786.

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Background. The schizophrenia-like psychoses of epilepsy (SLPE) might represent a secondary form of schizophrenia in which the pathology is relatively confined to the temporal lobe. To test this possibility we have compared the neuropsychological profile of schizophrenia and SLPE. Our main hypothesis was that both psychotic groups would show deficits of temporal lobe function but that prefrontal impairment, as measured by tests of executive function, would be found only in the primary schizophrenic group.Methods. Four groups were studied: (1) patients with SLPE (N = 25); (2) patients with epilepsy but not psychiatric history (N = 24); (3) patients with schizophrenia (N = 22); and (4) healthy volunteers (N = 24). Neuropsychological testing comprised measures of pre-morbid IQ, current verbal and performance IQ, information processing, digit span, motor speed, verbal and visual learning and memory, verbal fluency, the Wisconsin Card Sorting Task, the Stroop test and the trail making task.Results. Patients with schizophrenia and those with SLPE had almost identical neuropsychological profiles, with impairments of attention, episodic memory (verbal > visual) and executive function. The epileptic controls showed similar though less severe impairments of memory and of some tests of executive function.Conclusions. Our results do not support the hypothesis that the pathophysiology of SLPE and schizophrenia are distinct. While our findings suggest an important role for dominant temporal lobe abnormality in schizophrenia, both in its primary form and in that occurring in patients with epilepsy, they also implicate generalized cognitive impairment, manifest in particular as attentional deficits, in both forms of the disorder.

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Grégoire, Jacques. "Intellectual Differences Between Boys and Girls, 35 Years of Evolution in France from WISC-R to WISC-V." Journal of Intelligence 12, no. 11 (October 30, 2024): 107. http://dx.doi.org/10.3390/jintelligence12110107.

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The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.

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Toledano, Liora, and Naama Friedmann. "Letter Migrations between Words in Reading Aloud Can Result Either from an Impairment in Orthographic Input or in Phonological Output." Brain Sciences 13, no. 4 (March 30, 2023): 588. http://dx.doi.org/10.3390/brainsci13040588.

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Letter migrations between words in reading aloud (e.g., reading “cane love” as “lane love” or “lane cove”) are known to result from a deficit in the visual-orthographic analysis and characterize attentional dyslexia. In spontaneous speech, individuals with impairment in the phonological output buffer may show migrations of phonemes between words. The purpose of this study was to examine whether migrations between words in reading aloud can also result from a deficit in the phonological output buffer, to explore the characteristics of migrations resulting from orthographic input and from phonological output deficits, and to examine methods to distinguish these two sources. Using tasks of reading aloud of lists of 92–182 word pairs, we identified 18 adults and adolescents with developmental dyslexia who made between-word letter migrations in reading aloud, significantly more than age-matched controls (372 adults, 26 7th-graders and 44 4th–5th-graders). To distinguish between the orthographic input and phonological output sources for these migrations, we administered a test assessing orthographic input without spoken output (written semantic decision on 140 migratable word pairs) and a repetition test of 36 auditorily presented migratable word pairs, assessing spoken output without orthographic input (as well as nonword repetition and 3 span tests). These tests indicated that the migrations in reading aloud of 10 of the participants with dyslexia resulted from an orthographic input deficit—they made migrations not only in reading aloud but also in written word pair comprehension, but not in word pair repetition. For the other 8 participants, the migrations resulted from a phonological output deficit: they made migrations in reading aloud and in word pair repetition, but not in comprehension, and had limited spans and made errors in nonword repetition. We identified several differences between the two types of between-word errors: first, the individuals with attentional dyslexia made omissions of a letter that appeared in the same position in the two words, but the phonological output buffer group did not make such omissions. Second, the groups differed in the origin of migration: orthographic input migrations involve letters that are orthographically adjacent, whereas phonological output migrations involve phonologically adjacent phonemes: phonemes that have just been spoken or that are prepared together in the phonological buffer for production. Migrations from the line below and from 2 lines above the target occurred only in the orthographic input group. This study thus indicates that between-word migrations in reading aloud can result not only from attentional dyslexia, but also from a phonological output buffer deficit, and offers ways to distinguish between the two.

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Petersen, Berkley, Caitlin Murphy, Aaron Johnson, and Karen Li. "Measurement of Centre of Pressure Using the Wii Balance Board in Older Adults with Simulated Visual Impairment." Innovation in Aging 5, Supplement_1 (December 1, 2021): 655. http://dx.doi.org/10.1093/geroni/igab046.2478.

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Abstract Postural stability is a complex skill dependent upon the coordination of motor, sensory and cognitive systems. The purpose of this project was therefore to explore how older adults’ balance performance is impacted by increased cognitive load, hearing loss, and simulated vision loss. Twenty-eight older adults between the ages of 50 and 93 years (M = 73.86, SD = 10.43) were tested. Participants underwent standard sensory acuity and cognitive functioning tests. The balance trials varied as a function of cognitive load and visual challenge resulting in five conditions: (1) eyes closed, (2) normal vision clear goggles (NV) (3) simulated low vision (20/80) goggles (LV) (4) LV and math task, (5) NV and math task. Postural stability was assessed with three key center of pressure parameters: total path length (TPL), anterior-posterior amplitude (APA) and medial-lateral amplitude (MLA). A mixed-model ANOVA using hearing acuity as a covariate revealed significant effects of complexity in sway amplitude: (APA: p < .017; MLA: p < .020), while TPL approached significance (p < .074). T-tests revealed significant (p < .05) decreases in balance performance across all 3 centre of pressure parameters when comparing single task NV to dual-task NV, NV vs. eyes closed and single task NV vs. LV dual-task. There were significant positive correlations between hearing acuity and balance (MLA) under single task NV (r = .491) and LV conditions (r = .497). Results suggest the attentional demands from increased cognitive load and sensory loss lead to decreases in older adults’ single- and dual-task balance performance.

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Kamarajan, Chella, Babak A. Ardekani, Ashwini K. Pandey, David B. Chorlian, Sivan Kinreich, Gayathri Pandey, Jacquelyn L. Meyers, et al. "Random Forest Classification of Alcohol Use Disorder Using EEG Source Functional Connectivity, Neuropsychological Functioning, and Impulsivity Measures." Behavioral Sciences 10, no. 3 (March 1, 2020): 62. http://dx.doi.org/10.3390/bs10030062.

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Individuals with alcohol use disorder (AUD) manifest a variety of impairments that can be attributed to alterations in specific brain networks. The current study aims to identify features of EEG-based functional connectivity, neuropsychological performance, and impulsivity that can classify individuals with AUD (N = 30) from unaffected controls (CTL, N = 30) using random forest classification. The features included were: (i) EEG source functional connectivity (FC) of the default mode network (DMN) derived using eLORETA algorithm, (ii) neuropsychological scores from the Tower of London test (TOLT) and the visual span test (VST), and (iii) impulsivity factors from the Barratt impulsiveness scale (BIS). The random forest model achieved a classification accuracy of 80% and identified 29 FC connections (among 66 connections per frequency band), 3 neuropsychological variables from VST (total number of correctly performed trials in forward and backward sequences and average time for correct trials in forward sequence) and all four impulsivity scores (motor, non-planning, attentional, and total) as significantly contributing to classifying individuals as either AUD or CTL. Although there was a significant age difference between the groups, most of the top variables that contributed to the classification were not significantly correlated with age. The AUD group showed a predominant pattern of hyperconnectivity among 25 of 29 significant connections, indicating aberrant network functioning during resting state suggestive of neural hyperexcitability and impulsivity. Further, parahippocampal hyperconnectivity with other DMN regions was identified as a major hub region dysregulated in AUD (13 connections overall), possibly due to neural damage from chronic drinking, which may give rise to cognitive impairments, including memory deficits and blackouts. Furthermore, hypoconnectivity observed in four connections (prefrontal nodes connecting posterior right-hemispheric regions) may indicate a weaker or fractured prefrontal connectivity with other regions, which may be related to impaired higher cognitive functions. The AUD group also showed poorer memory performance on the VST task and increased impulsivity in all factors compared to controls. Features from all three domains had significant associations with one another. These results indicate that dysregulated neural connectivity across the DMN regions, especially relating to hyperconnected parahippocampal hub as well as hypoconnected prefrontal hub, may potentially represent neurophysiological biomarkers of AUD, while poor visual memory performance and heightened impulsivity may serve as cognitive-behavioral indices of AUD.

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陳艾竹, 陳艾竹. "視覺提示策略對三歲ADHD幼兒於例行性活動中的注意力表現". 特殊教育學報 60, № 60 (грудень 2024): 035–69. https://doi.org/10.53106/207455832024120060002.

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本研究旨在探討視覺提示策略對三歲ADHD幼兒於例行性活動中的集中式注意力表現之影響。研究者冀以藉由視覺提示策略，提升ADHD幼兒的注意力表現，並為現場教育工作者提供有效的教學策略，進而在融合教育的場域中改善教學成效和班級經營。研究方法主要透過單一受試跨情境多基線設計與參與式觀察法之方式蒐集資料；研究重點在於觀察幼兒在餐點清潔、如廁與收拾接送此三個時間區段的注意力表現，以圖片為視覺提示策略之材料用以提升集中式注意力上的效果，同時運用目視分析法，以及整理質性訪談資料呈現研究結果。研究結果顯示，視覺提示策略有助於增強ADHD幼兒於餐點清潔、如廁與收拾接送等活動的集中式注意力，且具有立即和維持成效，同時，該策略亦具有良好的社會效度。因此，本研究建議在學前之教學環境中應用視覺提示，並配合口語提示及正向回饋，藉以增進ADHD幼兒的學習動機。對於研究之建議，未來可持續應用與因應個別化之調整，同時擴大研究樣本範圍，加上定期追蹤與評估，對提升ADHD幼兒集中式注意力的效益，以促進學前融合教育的實踐。  Purpose With the continued increase in the number of preschoolers with developmental delay and the challenges of caring for young children with attention deficit hyperactivity disorder (ADHD), this study was designed to address the difficulties encountered by providers and educators by implementing a visual cueing picture card strategy. The purpose of this strategy was to increase the attention span of three-year-old children with ADHD during daily routine activities. As some studies have shown that the visual cueing strategy has significant supportive effects on children with special needs and has been successfully applied in a variety of educational contexts to enhance attention and improve classroom management efficiency (Wu & Tsai, 2021; Chen et al., 2019; Chen & Ho, 2008; Tzen, 2005). Based on existing research, this study applied visual cue cards as an intervention to increase the focused attention of young children with ADHD and provide effective teaching strategies for field educators to improve teaching effectiveness and classroom management efficiency in an integrated education setting. Methods This study was a case study of a three-year-old boy with ADHD at three months of age based on purposive sampling; a single-subject cross-situational multibaseline design was used according to the research objectives and questions (Niew & Wu, 2019, pp. 79-81). The study was conducted in a Workplace Mutual Assistance Childcare Service Center with different time, place, and activity settings to investigate the change in focused attention (dependent) of young children with ADHD after an intervention with visual cue cards (independent variable). The study was divided into three periods: the baseline period, the intervention period, and the maintenance period. In addition to quantitative data collection, the researcher also utilized participant observation to collect qualitative data in order to present a complete picture of the study. In the study, a total of 14 weeks were spent on 8 interventions of the visual cueing chart, and the data were collected using the “Pre-school Special Educational Needs Children’s Behavioral Observation Record Sheet”, the “Inattentive Behavior Frequency Record Sheet”, and the mobile phone video recordings. The study cases’ attentional performances in the three time periods of meal cleansing, toilet cleaning, and tidying up were also recorded by means of the graphic method and the visual analysis method. The focus of the study was on inattentive behavior, which was mainly to observe whether the children were able to follow the teacher’s planned activities and achieve the expected goals in the situation. Therefore, the number of inattentive behaviors was used to assess the effectiveness of the visual cueing strategy in reducing inattentive behaviors. Results In this study, a systematic observation and intervention was conducted on Case F’s inattentive behavior. Through the use of visual cue cards, the case was observed for changes in attentiveness during the meal and cleaning segments, the toileting segment, and the packing and picking up and dropping off segments. During the meal and cleaning periods, F’s inattentive behavior decreased from an average of 3.67 times per day in the baseline period to an average of 2.1 times per day in the intervention period, and further decreased to an average of 1.5 times per day in the maintenance period; it can be seen that the trend of the data points was the same in the baseline period, and it was in line with the principle of stabilization before entering into the intervention period; the trend of inattentive behavior showed a decreasing trend after the beginning of the intervention period, which indicated that in this situation, the inattentive behavior of the cases in the intervention period decreased. At the beginning of the intervention period, the trend of inattentive behavior shows a decreasing trend, indicating that the number of inattentive behaviors in this situation has decreased significantly; after entering the maintenance period, the number of inattentive behaviors shows a slightly higher but moderate trend compared to the intervention period. During the toilet use period, F decreased from an average of 4 times per day in the baseline period to 2 times per day in the intervention period, and remained in this state in the maintenance period; the trend of the toilet use situation in the data points of the baseline period was flat, and the trend of the inattentive behavior showed a decreasing trend after the beginning of the intervention period, indicating a significant decrease in the number of inattentive behaviors in this situation; the number of inattentive behaviors showed a decreasing trend in the maintenance period compared to that of the intervention period. After the maintenance period, the number of inattentive behaviors continued to decrease compared to the intervention period. During the packing and picking up period, the number of inattentive behaviors decreased from an average of 3.5 per day in the baseline period to 2.5 per day in the intervention period, and further decreased to 2 per day in the maintenance period; the trend of packing and picking up was the same for all data points in the baseline period, and the stabilization principle was met before entering into the intervention period; the trend of inattentive behaviors showed a slight decrease after the beginning of the intervention period, which indicated a decrease in the number of inattentive behaviors. At the beginning of the intervention period, the trend of inattentive behavior showed a slight decrease, indicating that the number of inattentive behaviors in this context decreased, but not very significantly, and after entering the maintenance period, the number of inattentive behaviors showed a slight decrease compared to the intervention period. To summarize, the immediate effects of the visual cueing strategy on attentional learning effectiveness in the three contexts were, in descending order, toileting, meal cleaning, and picking up and dropping off. Secondly, semi-structured interviews with the three classroom teachers, the director, and the mother of the primary caregiver in the interview center revealed that Case F showed significant improvements in attention and self-care skills after the visual cueing strategy intervention. Discussions and suggestions The Impact of Visual Cue Strategy on enhancing F’s concentration and self-care skills during routine activities such as meals and cleaning, toileting, as well as packing and picking up periods with immediate, sustained effects and good social validity is in line with Niew, Wern-Ing’s (2008) principle of integrated education, whereby students with SEN enjoy equal access to educational resources and individualized support. Meanwhile, it also supports the viewpoints of Chang, Bey-Lih (2009), which proves that special education resources can effectively support ADHD students through the implementation of appropriate strategy in the daily general classroom environment. For the future, it is suggested that (1) continuous application and individualized adjustments be made; (2) the scope of the study be expanded; and (3) regular tracking and evaluation be conducted in order to further enhance the effectiveness of the visual cueing strategy, to promote the practice of integrated education at the preschool level, and to support the holistic development of students with ADHD in an integrated learning environment.

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Cosano Molleja, Andrés, Rosario Ortega, and Izabela Zych. "Attention, communication and development of interpretation skills in chamber music pianists´education." Psychology, Society, & Education 9, no. 2 (July 24, 2017): 283. http://dx.doi.org/10.25115/psye.v9i2.715.

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Pianists performing chamber music require skills of conscious listening and non-verbal, body or visual communication to perfect coordination, synchrony and dynamic balance. This study hypothesize that pianists have perceptive-attentional and psychological skills that allow them to communicate with other musicians. These skills are hypothesized to be better in more experienced pianists. This survey was conducted with 278 graduate and under-graduate pianists from all parts of Spain, who reported that the attention and communication skills are important in chamber music performance. Women reported higher levels of multitask competencies pertaining to conscious listening, body language and visual efficiency. At the same time, participants who are more highly trained and experienced report higher levels of attention, communication and interpretation skills when compared to the participants with shorter training and experience. Future research and practice should focus on assessment and inclusion of these skills in the curriculum of future chamber music pianists.

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Mazzoglio y Nabar, Martin J., Elba Tornese, Emmanuel Leidi Terren, and Mónica Iturry. "Differential Alterations in the Attentional Networks of People Living with HIV and Apathy: Preliminary Results and Pharmacoclinical Impact." CNS Spectrums 26, no. 2 (April 2021): 143. http://dx.doi.org/10.1017/s1092852920002254.

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AbstractObjectiveThe objective was to determine alterations in the care of people living with human immunodeficiency virus (PLHIV) with depressive disorder without and with apathy to determine differential parameters.MethodsWe studied 69 PLHIV, negativized viral load, of both sexes (19 women and 44 men), with depressive disorder (F32.9-DSM IV), 20 with apathy and 26 without apathy; negativized viral load, in highly effective antiretroviral treatment without therapeutic failure in the last 2 years and without protease inhibitors; without psychopharmacological treatment (except anxiolytics) or dementia due to HIV (American Academy of Neurology) or comorbidities (hepatitis C, CNS or central vascular infections). They were evaluated with MINI, Hamilton Depression Rating Scale, Apathy Evaluation Scale clinical version and Neuropsychiatric Inventory and neuropsychological tests were applied (Stroop, Trail Making A and B, digit-symbol substitution test, Visual and verbal direct digit span test, BTS−1 and BTS−3). Statistical tests were applied, and ethical-legal standards were met.ResultsPLHIV with depressive disorder had a high prevalence of apathy. In patients with apathy, there was a greater significant alteration, according to decreasing differential involvement, in sustained and divided care. The processing speed was slowed down without significant difference in the apathy group. Selective attention did not show significant differences between groups.ConclusionsApathy in patients living with HIV with depression presents specific and differential alterations in the attention domain. The alterations of sustained and divided attention were specific in this group, with affectation of the previous attention circuit and would be related to the subsequent cognitive disruption as a prodrome. These characteristics must be taken into account as the basis for establishing interdisciplinary treatment strategies (psychopharmacological, psychotherapeutic and neurocognitive rehabilitation).

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Calleja-Reina, Marina, José Manuel Rueda Gómez, and Antonio Barbosa Gonzalez. "Relación entre la práctica deportiva en Clubes Deportivos y la mejora del control de la impulsividad en escolares." Cuadernos de Psicología del Deporte 21, no. 1 (January 1, 2021): 179–91. http://dx.doi.org/10.6018/cpd.437791.

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La práctica regular de Actividad Física Deportiva (en adelante AFD) tiene efectos beneficiosos a nivel físico y cognitivo. En este segundo nivel, los trabajos recientes, han encontrado mejora en memoria, en rendimiento académico, en autoestima, en atención y en Funciones Ejecutivas. En el presente trabajo de corte descriptivo-inferencial han participado 110 estudiantes de Educación Primaria y de Educación Secundaria Obligatoria de las localidades de Ourense y Málaga, con edades comprendidas entre 8 y 14 años (M=9,89; DT=1,534). Los estudiantes se asignaron a diferentes grupos: estudiantes que practican AFD federados en clubes deportivos a nivel competitivo o AFD-F (n= 37), estudiantes que practican AFD en horario extraescolar en los centros educativos o AFD-C (n=37) y un grupo de estudiantes que no practicaban ningún tipo de AFD No AFD (n=36). Los resultados muestran la modulación de la AFD en diferentes modalidades de inhibición, comparando estudiantes que practican o no AFD (en línea con trabajos previos). En un segundo momento, se ha analizado si la modalidad de AFD contribuye al desarrollo diferencial de la inhibición. Los resultados muestran que AFD, independientemente del tipo de actividad realiaza (AFD-F vs. AFD-C), mejora la habilidad para cumplir las reglas, perfecciona la precisión en los procesos de búsqueda visual y optimiza la habilidad de flexibilidad cognitiva, todos ellos componentes esenciales de las FE. Sin embargo, la práctica de AFD-F mejora el control de la impulsividad y el control atencional en comparación con la práctica de AFD-C. The regular practice of Sports Physical Activity (hereinafter SPA) has beneficial effects at a physical and cognitive level. In this second level, recent works have found improvement in memory, in academic performance, in self-esteem, in attention and in Executive Functions. In this descriptive-inferential study, a sample of 110 students of Primary and Secondary Education from Ourense and Málaga (Spain) between the ages of 8 and 14 years was used (M=9.89; SD=1.534). The participants were assigned to three groups: students who practice federated physical-sports activity in sports clubs at a competitive level or SPA-F (n=37), students who practice physical-sports activity in out-of-school hours in schools or SPA-C (n=37) and a group of students who did not practice any type of physical-sports activity Not-SPA (n=36) The results show the modulation of SPA in different inhibition modes, comparing students who do not practice SPA and those who practice SPA, in line with previous work. In a second step, we analyzed whether the SPA modality, that is, whether it is developed in a sports club and therefore the students are federated (SPA -F) or whether it is developed in the school's extracurricular activities (SPA-C), contributes to the differential development of inhibition. The results show that SPA, regardless of where they carry out the activity, improves the ability to follow the rules, perfects the precision of visual search processes and, optimizes the ability of cognitive flexibility, all of which are essential components of FE. The practice of SPA-F improves impulsivity control and attentional control compared to the practice of SPA-C. La pratica regolare dell'Attività Fisica Sportiva (di seguito AFD) ha effetti benefici fisici e cognitivi. Nell'ultimo decennio c'è stato un crescente interesse nel determinare in che modo le abilità cognitive traggono beneficio dall'esercizio fisico, e in questo senso sono stati riscontrati miglioramenti nella memoria, nel rendimento accademico, nell'autostima, nell'attenzione e nelle funzioni esecutive derivanti dalla normale pratica dell'AFD. In questo studio descrittivo-inferenziale è stato utilizzato un campione di 110 studenti delle scuole elementari e medie di Ourense e Malaga (Spagna) di età compresa tra gli 8 e i 14 anni (M=9,89; SD=1,534). I partecipanti sono stati distribuiti in tre gruppi: studenti che praticano attività sportive fisiche in club sportivi competitivi o AFD-F (n=37), studenti che praticano attività sportive fisiche al di fuori dell'orario scolastico nelle scuole o AFD-C (n=37) e un gruppo di studenti che non praticano alcun tipo di attività sportiva fisica Non AFD (n=36) I risultati mostrano la modulazione dell'AFD in diverse modalità di inibizione, confrontando gli studenti che non praticano l'AFD con quelli che lo praticano, secondo il lavoro precedente. In una seconda fase, abbiamo analizzato se la modalità AFD, cioè se si sviluppa in un club sportivo e quindi gli studenti sono federati (AFD-F) o se si sviluppa nelle attività extrascolastiche della scuola (AFD-C), contribuisce allo sviluppo differenziale dell'inibizione. I risultati mostrano che l'AFD, indipendentemente dal luogo in cui svolge l'attività, migliora la capacità di seguire le regole, migliora l'accuratezza dei processi di ricerca visiva e ottimizza la capacità di flessibilità cognitiva, tutti componenti essenziali di FE. La pratica AFD-F migliora il controllo dell'impulsività e il controllo attento rispetto alla pratica AFD-C. Tradotto con www.DeepL.com/Translator (versione gratuita) A prática regular da Actividade Física Desportiva (adiante designada por AFD) tem efeitos benéficos a nível físico e cognitivo. Na última década tem havido um interesse crescente em determinar como as capacidades cognitivas são beneficiadas pelo exercício físico, e neste sentido foram encontradas melhorias na memória, desempenho académico, auto-estima, atenção e funções executivas a partir da prática regular da AFD. Neste estudo descritivo-inferencial, foi utilizada uma amostra de 110 estudantes do Ensino Primário e Secundário de Ourense e Málaga (Espanha) entre os 8 e 14 anos de idade (M=9,89; SD=1,534). Os participantes foram distribuídos por três grupos: estudantes que praticam actividade físico-desportiva federada em clubes desportivos a nível competitivo ou AFD-F (n=37), estudantes que praticam actividade físico-desportiva em horário extra-escolar nas escolas ou AFD-C (n=37) e um grupo de estudantes que não praticam qualquer tipo de actividade físico-desportiva Não AFD (n=36) Os resultados mostram a modulação da AFD em diferentes modos de inibição, comparando os estudantes que não praticam AFD e os que praticam AFD, de acordo com o trabalho anterior. Numa segunda fase, analisámos se a modalidade AFD, ou seja, se é desenvolvida num clube desportivo e portanto os alunos são federados (AFD-F) ou se é desenvolvida nas actividades extracurriculares da escola (AFD-C), contribui para o desenvolvimento diferencial da inibição. Os resultados mostram que a AFD, independentemente do local onde realizam a actividade, melhora a capacidade de seguir as regras, aperfeiçoa a precisão dos processos de busca visual e optimiza a capacidade de flexibilidade cognitiva, todos eles componentes essenciais da FE. A prática da AFD-F melhora o controlo de impulsividade e o controlo atento em comparação com a prática da AFD-C.

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Luke, Steven G., Celeste Tolley, Adriana Gutierrez, Cole Smith, Toni Brown, Kate Woodruff, and Olivia Ford. "The perceptual span in dyslexic reading and visual search." Dyslexia 30, no. 4 (August 18, 2024). http://dx.doi.org/10.1002/dys.1783.

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Many studies have attempted to identify the root cause of dyslexia. Different theories of dyslexia have proposed either a phonological, attentional, or visual deficit. While research has used eye‐tracking to study dyslexia, only two previous studies have used the moving‐window paradigm to explore the perceptual span in dyslexic reading, and none have done so in visual search. The present study analysed the perceptual span using both reading and visual search tasks to identify language‐independent attentional impairments in dyslexics. We found equivocal evidence that the perceptual span was impaired in dyslexic reading and no evidence of impairment in visual search. However, dyslexic participants did show deficits in the visual search task, with lower search accuracy and shorter saccades compared with controls. These results lend support for a visual, rather than attentional or phonological, account of dyslexia.

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Treviño, Melissa, Xiaoshu Zhu, Yi Yi Lu, Luke S. Scheuer, Eliza Passell, Grace C. Huang, Laura T. Germine, and Todd S. Horowitz. "How do we measure attention? Using factor analysis to establish construct validity of neuropsychological tests." Cognitive Research: Principles and Implications 6, no. 1 (July 22, 2021). http://dx.doi.org/10.1186/s41235-021-00313-1.

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AbstractWe investigated whether standardized neuropsychological tests and experimental cognitive paradigms measure the same cognitive faculties. Specifically, do neuropsychological tests commonly used to assess attention measure the same construct as attention paradigms used in cognitive psychology and neuroscience? We built on the “general attention factor”, comprising several widely used experimental paradigms (Huang et al., 2012). Participants (n = 636) completed an on-line battery (TestMyBrain.org) of six experimental tests [Multiple Object Tracking, Flanker Interference, Visual Working Memory, Approximate Number Sense, Spatial Configuration Visual Search, and Gradual Onset Continuous Performance Task (Grad CPT)] and eight neuropsychological tests [Trail Making Test versions A & B (TMT-A, TMT-B), Digit Symbol Coding, Forward and Backward Digit Span, Letter Cancellation, Spatial Span, and Arithmetic]. Exploratory factor analysis in a subset of 357 participants identified a five-factor structure: (1) attentional capacity (Multiple Object Tracking, Visual Working Memory, Digit Symbol Coding, Spatial Span), (2) search (Visual Search, TMT-A, TMT-B, Letter Cancellation); (3) Digit Span; (4) Arithmetic; and (5) Sustained Attention (GradCPT). Confirmatory analysis in 279 held-out participants showed that this model fit better than competing models. A hierarchical model where a general cognitive factor was imposed above the five specific factors fit as well as the model without the general factor. We conclude that Digit Span and Arithmetic tests should not be classified as attention tests. Digit Symbol Coding and Spatial Span tap attentional capacity, while TMT-A, TMT-B, and Letter Cancellation tap search (or attention-shifting) ability. These five tests can be classified as attention tests.

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Mateer, Elizabeth M. "B - 31 Factor Analysis of Neuropsychological Attention Measures with Mild Traumatic Brain Injury Patients." Archives of Clinical Neuropsychology, September 12, 2024. http://dx.doi.org/10.1093/arclin/acae067.192.

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Abstract Objective Mild traumatic brain injury (mTBI) often leads to attentional deficits, yet the neuropsychological tests traditionally used may not adequately reflect the cognitive impairments these patients experience. This study aimed to critically evaluate the construct validity and factor structure of attention-related neuropsychological tests in mTBI patients to better understand and diagnose attentional deficits. Method The research utilized a battery of neuropsychological tests used to assess attention among a sample of 269 adults with mTBI including the NAB Numbers & Letters Test, PASAT, Trail Making Test, and WAIS Digit Span, Coding, and Arithmetic subtests. Exploratory factor analysis was employed to investigate the factor structure of the test battery and to test the hypothesis concerning the dimensionality of attention constructs. Results The analysis revealed that attentional measures did not converge on a single latent factor but instead reflected four distinct factors. These factors were identified as 1) Visual Attention/Psychomotor Speed, 2) Auditory Working Memory, 3) Visuospatial Scanning/Search, and 4) Disruption. Conclusions This exploratory factor analysis unveiled a distinction between auditory and visual attention mechanisms within this population. This separation suggests that attentional processes are not monolithic but rather encompass distinct auditory and visual domains and corroborates the existing literature, including Mirsky’s (1991) model of attention, which posits multiple components of attention, albeit with a focus on differentiating processes rather than sensory modalities. The study highlights the complexity of attentional impairments in mTBI and underscores the need for a nuanced approach to the neuropsychological assessment of attention among mTBI patients.

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Reyes, Victor Fajnzylber, Andrea Wenner, Javier Moyano, and Mateu Sbert. "From NPR to VR: tracking ocular behavior in immersive virtual reality." Communication Papers 8, no. 17 (December 21, 2019). http://dx.doi.org/10.33115/udg_bib/cp.v8i17.22328.

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In this work, we present a research about ocular behavior during immersion in virtual reality. To enhance our comprehension of human behavior in immersive conditions, we will focus on vision and its reactivity to non-photorealistic rendering and cinematic procedures. Using physiological data collected in real time with an eye tracker, we compare attentional and pupillary response in order to describe the visual immersion experienced by the user. This proposal could be useful to identify physical sickness produced by perceptual mismatches and to evaluate the cognitive efficiency of virtual reality experiences in different fields of applications, giving feedback to content producers about user´s ocular behavior.

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Vialatte, Audrey, Pierre-Emmanuel Aguera, Nathalie Bedoin, Agnès Witko, Eric Chabanat, and Laure Pisella. "Enhancing reading accuracy through visual search training using symbols." Scientific Reports 13, no. 1 (March 15, 2023). http://dx.doi.org/10.1038/s41598-023-31037-5.

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AbstractChildren with reading disorders present with inaccurate and/or delayed printed word identification. Regarding visual-attentional processing, printed words are letter strings, and each letter is a symbol made of separable features. Simultaneous processing of separable features has been evidenced to be specifically impaired in visual search tasks using symbols in poor readers as well as in a patient with superior parietal lobules (SPL) lesion. Additionally, activation in the SPL has been shown to be abnormally low in dyslexic readers displaying a reduced span of letter strings processing. This deficit has been assumed to impair visual-attentional sampling of printed words. An experiment conducted with 21 dyslexic children tested the hypothesis that a training program based on visual symbol search may stimulate the SPL, leading to a potential benefit transferred to reading performance. We designed the VisioCogLetters serious game and introduced it at random for one month (10 min every day) between four monthly reading sessions. No training was provided between the other (control) reading sessions. Reading accuracy increased without any speed-accuracy trade-off specifically in the session after training. Moreover, the percentage of improvement correlated with the individual time spent at home on training. These results show that improved visual search skills on symbols can translate into enhanced reading performance, and pave a new avenue for future rehabilitation tools.

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Bala, Aleksandra, Tomasz Dziedzic, Agnieszka Olejnik, and Andrzej Marchel. "Attention and working memory in patients with prolactinomas: a case–control study." Scientific Reports 12, no. 1 (December 29, 2022). http://dx.doi.org/10.1038/s41598-022-26331-7.

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AbstractProlactinomas (prolactin-secreting adenomas) are the most common type of hormone-secreting pituitary tumor. Mounting evidence indicates that excess prolactin impairs cognitive function, but specific assessments of attention in patients with prolactinomas are lacking. Case–control study gathered 54 participants—27 patients with prolactinoma and 27 healthy controls. Neuropsychological assessment included a comprehensive set of diagnostic methods for the evaluation of attention and working memory. Patients showed slower information processing, expressed as a longer working time on the d2 Test of Attention and Color Trails Test (CTT-2), and lower attention-switching shown in the CTT-2 and in two subtests of the Tests of Everyday Attention (Visual Elevator), and Telephone Search While Counting. Working memory disturbances were observed in Digit Span and Symbol Span tests. A level of prolactin correlated negatively with scores in some of the neuropsychological tests measuring attentional switching (Visual Elevator), spatial screening and working memory (CTT-2), spatial working memory (Symbol Span) and auditory-verbal working memory (Digit Span backwards). There were no significant correlations between cognitive performance and tumor size. In conclusion, patients with prolactinoma suffer from impaired cognitive functions, including attention and working memory. Comprehensive neuropsychological assessment should be a permanent element of the diagnostics of this group of patients.

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Zhao, Jing, Hanlong Liu, Jiaxiao Li, Haixia Sun, Zhanhong Liu, Jing Gao, Yuan Liu, and Chen Huang. "Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span." Scientific Reports 9, no. 1 (December 2019). http://dx.doi.org/10.1038/s41598-019-55624-7.

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AbstractDeficits in the visual attention span (VAS) are thought to hamper reading performance in dyslexic individuals. However, the causal relationship between VAS deficits and reading disability remains unclear. The present study attempts to address this issue by using a VAS-based intervention to explore the possible influence of VAS on reading processes in Chinese children with dyslexia. Given the influence of the heterogeneity of dyslexia on intervention effects, VAS-impaired dyslexic and VAS-intact dyslexic individuals were separately trained. Therefore, there were five groups of participants in this study, including 10 trained dyslexic individuals with VAS deficits and 10 untrained dyslexic individuals with VAS dysfunction as the baseline reference, 10 trained and 10 untrained dyslexic individuals with an intact VAS, and fourteen age-matched normal readers for reference of normal level. All participants completed reading measures and a visual 1-back task, reflecting VAS capacity with non-verbal stimuli and non-verbal responses, before and after VAS-based training. VAS-based training tasks included a length estimation task regarding the bottom-up attention, visual search and digit cancelling tasks targeting top-down attentional modulation, and visual tracking tasks to train eye-movement control. The results showed that visual training only helped improve VAS skills in VAS-impaired dyslexic individuals receiving training. Meanwhile, their silent sentence reading accuracy improved after training, and there was a significant relationship between training improvements in VAS function and reading performance. The current findings suggest that VAS-based training has a far-transfer effect on linguistic level (i.e., fluent reading). These findings suggest the possibility that VAS-related training may help children with dyslexia improve their reading skills.

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Bijlsma, Alja, Maud M. van Gils, Victoria A. A. Beunders, Irwin K. M. Reiss, Koen F. M. Joosten, Johan J. M. Pel, Marlou J. G. Kooiker, and Marijn J. Vermeulen. "Visual attention and processing function in relation to executive functioning in very preterm–born children aged 3 years: a prospective cohort study." European Journal of Pediatrics, August 17, 2024. http://dx.doi.org/10.1007/s00431-024-05720-2.

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AbstractThe ability to orient attention to one’s environment is a prerequisite for developing executive functions (EF) from preschool age. Very preterm children are vulnerable for delays in visual orienting function (VOF) and EF deficits. This study aimed to investigate associations between objective VOF and subjective parent-reported EF in very preterm–born children at 3 years corrected age (CA). In a prospective cohort study (BOND) involving 90 children born < 30 weeks, VOF and EF were assessed using an eye tracking–based method and BRIEF-P questionnaire. Associations between abnormal VOF (viewing reaction times) and EF scores (BRIEF-P scores) were studied using multivariable regression. Using a modified Delphi method, a subset of eight items related to VOF and EF was explored. Abnormal VOF was observed in 31% of the children and abnormal global EF composite scores in 41%. Abnormal VOF was not associated with global or domain-level EF scores. However, children with abnormal VOF more frequently had EF problems related to attentional behavior: “easily sidetracked” (OR 4.18 (CI: 1.21–14.41), p = 0.02) and “short attention span” (OR 4.52 (CI: 1.34–15.22), p = 0.02). Conclusion: Although abnormal VOF was not associated with global, parent-reported, EF at 3 years CA, secondary analyses did show a relation to specific attention and concentration span items. Further research is needed to study the role of VOF in objectifying preschool EF assessments in very preterm born children. What is known:• Very preterm children are vulnerable for executive function (EF) deficits and for delays in visual orienting function, as compared to term-born children• The ability to orient attention to one’s visual environment is an important prerequisite for EF early in life and is easy to measure objectively with visual orienting function (VOF) assessment What is new:• VOF measurement at 3 years of age relates to parent-reported attention and concentration span items, important aspects of executive functions• Future work should explore the clinical additional value of early VOF measurement in children at risk for EF deficits

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Krug, Alina, Lisa Valentina Eberhardt, Ferdinand Pittino, and Anke Huckauf. "Reversed Effect of Eccentricity: Perceived Duration of Peripherally Presented Stimuli Depends on Time Span." Timing & Time Perception, March 19, 2024, 1–24. http://dx.doi.org/10.1163/22134468-bja10106.

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Abstract The perceived duration of stimuli presented in the visual periphery decreases with increasing eccentricity for brief durations. However, studies using different experimental methods or longer durations have reported inconsistent results. The present study aims to systematically explore the impact of stimulus eccentricity on perceived duration across various duration ranges. In three experiments employing the temporal bisection task, participants categorised the duration of stimuli presented at 3° or 9° of eccentricity as rather short or long, referred to two anchor durations previously learned. Stimulus durations varied between experiments and included short durations of 20–220 ms (Experiment 1), long durations of 400–1600 ms (Experiment 2), and intermediate durations of 160–660 ms (Experiment 3). For the short durations of Experiment 1, the results again replicated the decrease in perceived duration with increasing eccentricity. Interestingly, for the long durations, the effect was reversed, while subjective duration did not differ significantly between eccentricities for the intermediate durations. We discuss the findings with respect to prominent models of time perception, considering potential differences in attentional processing of short and long durations.

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46

Wang, Yue, Buxin Han, Min Li, Juan Li, and Rui Li. "An efficiently working brain characterizes higher mental flow that elicits pleasure in Chinese calligraphic handwriting." Cerebral Cortex, March 9, 2023. http://dx.doi.org/10.1093/cercor/bhad047.

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Abstract The mental flow that commonly emerges during immersion in artistic activities is beneficial for maintaining mental health. However, there is not that much converging neurobiological evidence about how flow emerges and elicits pleasure in arts. Using an imitation task of Chinese calligraphic handwriting with self-rated subjective flow experience, we investigated the neural interactions supporting flow. Our results show that calligraphic handwriting requires cooperation between widespread multimodal regions that span the visual and sensorimotor areas along the dorsal stream, the top-down attentional control system, and the orbito-affective network. We demonstrate that higher flow is characterized by an efficiently working brain that manifests as less activation particularly in the brain regions within dorsal attention network and functional connectivity between visual and sensorimotor networks in calligraphy. Furthermore, we also propose that pleasure during calligraphy writing arises from efficient cortical activity in the emergence of flow, and the orbito-caudate circuit responsible for feelings of affection. These findings provide new insight into the neuropsychological representations of flow through art, and highlight the potential benefits of artistic activities to boost well-being and prosperity.

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47

Tabibian, Farinaz, Jafar Mehvari Habibabadi, Mohammad Reza Maracy, Hossein Kahnouji, Mahtab Rahimi, and Maryam Rezaei. "Evaluation of Cognitive Impairment in Refractory Temporal Lobe Epilepsy Patients With Respect to Structural Brain Lesions." Basic and Clinical Neuroscience Journal, March 7, 2022, 1–21. http://dx.doi.org/10.32598/bcn.2022.3827.1.

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Introduction: Temporal lobe epilepsy (TLE) is the most prevalent form of drug resistant epilepsy with concurrent cognitive impairment. Prevention, earlier diagnosis, and personalized management of cognitive deficits in TLE require more understanding of underlying structural and functional brain alterations. No study has evaluated performance of TLE patients in different cognitive domains based on their structural brain lesions. Methods: In this study, 69 refractory TLE patients have undergone magnetic resonance imaging (MRI) epilepsy protocol and several neuropsychological tests, consisting of Wechsler adult intelligence scale-revised, Rey-Osterrieth complex figure test, verbal fluency test, digit span test, spatial span test, Wechsler memory scale-III, design fluency test, Rey visual design learning test, auditory-verbal learning test, and trail making test. MRI findings were classified to following groups: focal cortical dysplasia, gliosis, atrophy, mesial temporal sclerosis (MTS), tumor, vascular malformation, and other lesions or normal. Results of neuropsychological tests were compared between MRI groups using generalized linear model with gamma distribution and log link. Results: Patients with MTS showed better performance in general intellectual functioning, working memory, attentional span, and auditory-verbal learning compared to patients with non-MTS MRI lesions. Atrophy and focal cortical dysplasia had the largest differences from MTS. Conclusion: Cognitive performance of refractory TLE patients varies with respect to structural brain alterations. Further neuroimaging studies of TLE lead to prevention and more accurate management of cognitive decline in clinical settings.

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Sullan, Molly J., Sean P. A. Drummond, and Eric Granholm. "Sleep deprivation and compensatory cognitive effort on a visual information processing task." Sleep, September 11, 2020. http://dx.doi.org/10.1093/sleep/zsaa177.

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Abstract Study Objectives Total sleep deprivation (TSD) is often associated with worse performance on tasks of attention and working memory, but some studies show no performance changes. One possibility is that greater compensatory cognitive effort is put forth to achieve similar results after TSD. We aimed to better understand the relationship between TSD, cognitive engagement, and performance outcomes following TSD. Methods Twenty healthy adults completed cognitive testing following a night of normal sleep and again after ~55 hours of TSD. Participants detected target letters in low (3-item) and high (10-item) load visual letter displays on the span of apprehension task with concurrent pupillometry, a measure of cognitive effort. Results We found significantly poorer detection accuracy and marginally longer response times following TSD across both arrays. In both arrays, significantly greater preparatory pupillary responses were found just prior to array onset. There was also a significant session by array interaction for pupillary responses, such that significantly greater dilation was found for the 3-letter array after TSD, while a nonsignificant decline in dilation was found following the 10-letter array after TSD. Conclusions These results suggest a complex relationship between attentional control and cognitive resource allocation following TSD. Sleep-deprived individuals may allocate more compensatory cognitive effort to easier tasks but choose to disengage from more challenging cognitive tasks that have little perceived reward or probability of success to preserve diminishing cognitive resources. More work is needed to better delineate the underlying neurological systems involved in these processing load-dependent attentional control mechanisms after TSD.

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López-Martos, David, Anna Brugulat-Serrat, Alba Cañas-Martínez, Lidia Canals-Gispert, Paula Marne, Nina Gramunt, Marc Suárez-Calvet, et al. "Reference Data for Attentional, Executive, Linguistic, and Visual Processing Tests Obtained from Cognitively Healthy Individuals with Normal Alzheimer’s Disease Cerebrospinal Fluid Biomarker Levels." Journal of Alzheimer's Disease, July 20, 2023, 1–13. http://dx.doi.org/10.3233/jad-230290.

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Background: Conventional neuropsychological norms likely include cognitively unimpaired (CU) individuals with preclinical Alzheimer’s disease (AD) pathology (amyloid-β, tau, and neurodegeneration) since they are based on cohorts without AD biomarkers data. Due to this limitation, population-based norms would lack sensitivity for detecting subtle cognitive decline due to AD, the transitional stage between healthy cognition and mild cognitive impairment. We have recently published norms for memory tests in individuals with normal cerebrospinal fluid (CSF) AD biomarker levels. Objective: The aim of the present study was to provide further AD biomarker-based cognitive references covering attentional, executive function, linguistic, and visual processing tests. Methods: We analyzed 248 CU individuals aged between 50–70 years old with normal CSF Aβ, p-tau, and neurodegeneration (t-tau) biomarker levels. The tests included were the Trail Making Test (TMT), Semantic Fluency Test, Digit and Symbol Span, Coding, Matrix Reasoning, Judgement of Line Orientation and Visual Puzzles. Normative data were developed based on regression models adjusted for age, education, and sex when needed. We present equations to calculate z-scores, the corresponding normative percentile tables, and online calculators. Results: Age, education, and sex were associated with performance in all tests, except education for the TMT-A, and sex for the TMT-B, Coding, and Semantic Fluency. Cut-offs derived from the current biomarker-based reference data were higher and more sensitive than standard norms. Conclusion: We developed reference data obtained from individuals with evidence of non-pathologic AD biomarker levels that may improve the objective characterization of subtle cognitive decline in preclinical AD.

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Studer-Luethi, Barbara, and Beat Meier. "Is Training with the N-Back Task More Effective Than with Other Tasks? N-Back vs. Dichotic Listening vs. Simple Listening." Journal of Cognitive Enhancement, December 28, 2020. http://dx.doi.org/10.1007/s41465-020-00202-3.

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AbstractCognitive training most commonly uses computerized tasks that stimulate simultaneous cognitive processing in two modalities, such as a dual n-back task with visual and auditive stimuli, or on two receptive channels, such as a listening task with dichotically presented stimuli. The present study was designed to compare a dual n-back task and a dichotic listening (DL) task with an active control condition (a simple listening task) and a no-training control condition for their impact on cognitive performance, daily life memory, and mindfulness. One hundred thirty healthy adults aged 18–55 years were randomly assigned to one of the four conditions. The training consisted of twenty 15-min sessions spread across 4 weeks. The results indicated some improvement on episodic memory tasks and a trend for enhanced performance in an untrained working memory (WM) span task following cognitive training relative to the no-training control group. However, the only differential training effects were found for the DL training in increasing choice reaction performance and a trend for self-reported mindfulness. Transfer to measures of fluid intelligence and memory in daily life did not emerge. Additionally, we found links between self-efficacy and n-back training performance and between emotion regulation and training motivation. Our results contribute to the field of WM training by demonstrating that our listening tasks are comparable in effect to a dual n-back task in slightly improving memory. The possibility of improving attentional control and mindfulness through dichotic listening training is promising and deserves further consideration.

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