Attention Skills Research Articles

Pre- and Post-Operative Cognitive Assessment in Patients Undergoing Surgical Aortic Valve Replacement: Insights from the PEARL Project

Background: Aortic valve stenosis (AVS) is a common valvular heart disease affecting millions of people worldwide. It leads to significant neurocognitive and neuropsychological impairments, impacting patients’ quality of life. Objective: The objective of this article is to identify and discuss the potential neurocognitive effects on patients with aortic stenosis before and after undergoing surgical aortic valve replacement (SAVR). Method: Our study involved the assessment of 64 patients undergoing aortic valve replacement (SAVR) using a neurocognitive evaluation comprising a battery of 11 different cognitive tests. These tests were designed to analyze the patients’ overall cognitive functioning, executive abilities, short- and long-term memory, and attentional performance. The tests were administered to patients before the aortic valve surgery (T0) and after the surgery (T1). From a statistical perspective, numerical variables are presented as means (±standard deviation) and medians (IQR), while categorical variables are presented as counts and percentages. Normality was assessed using the Shapiro–Wilk test. T0 and T1 scores were compared with the Wilcoxon signed rank test, with p < 0.05 considered significant. Analyses were performed using SAS version 9.4. Results: Conducted as part of a fully financed Italian Ministry of Health project (RF-2016-02361069), the study found that most patients showed normal cognitive functioning at baseline. Cognitive assessments showed that executive functions, attention, language, and semantic knowledge were within the normal range for the majority of participants. After SAVR, cognitive outcomes remained stable or improved, particularly in executive functions and language. Notably, verbal episodic memory demonstrated significant improvement, with the percentage of patients scoring within the normal range on the BSRT increasing from 73.4% at T0 to 92.2% at T1 (p < 0.0001). However, visuospatial and visuoconstructive abilities showed stability or slight decline, while attentional skills remained relatively stable. The Clock Drawing Test indicated the maintenance of cognitive functions. Conclusions: The findings of our study indicate a global stability in cognitive status among patients after undergoing SAVR, with significant improvement noted in verbal episodic memory. While other cognitive domains did not demonstrate statistically significant changes, these insights are valuable for understanding the cognitive effects of SAVR and can guide future research and clinical practice in selecting the most effective surgical and rehabilitative options for patients. Monitoring cognitive outcomes in patients undergoing aortic valve replacement surgery remains crucial.

Teachers’ Motivational Skills In Primary Reading

Teachers’ motivational skills in primary reading are essential because they inspire primary learners, foster a love for learning, and contribute to academic success, laying the foundation for lifelong literacy and educational achievement. In this context, this study aimed to determine the level of teachers’ motivational skills at the primary level. The study was tested on 86 primary school teachers using a self-made questionnaire that passed stringent validity and reliability tests. The data were statistically analyzed using the mean, t-test, and analysis of variance. The results revealed that the level of teachers’ motivational skills in attention, confidence, and satisfaction was very high, while the areas of relevance were high. The level of teachers’ motivation skills, when grouped according to the variables above, was lowest in terms of relevance. Further, no significant differences emerged in teachers’ motivational skills when grouped and compared by their profile variables. Notably, the lower motivation in the relevance dimension prompts inquiry into underlying factors affecting its perception. It calls for tailored professional development interventions to address these issues, potentially leading to more effective teaching practices and learner outcomes. Keywords: Teachers’ Motivational Skills, Primary Learners, Education, Valencia, Negros Oriental.

A Component of Mindfulness: Attention

The use of mindfulness-based interventions in many areas is increasing day by day. Having knowledge of the components of mindfulness is also important to know the mechanisms in which mindfulness-based interventions are effective. This study has aimed to examine potential attentional mechanisms of mindfulness. In this context, mindfulness has been defined and attention and attention models have been briefly discussed in the study. Then, the relationship between mindfulness and attention has been examined, and previous research findings examining mindfulness and attention are included. The studies on attention and mindfulness seem to have more inconsistent results when conducted with adults, whereas the studies in adolescents and children seem to have more consistent results revealing that mindfulness-based interventions improve the attentional skills of the youth. Knowing the relationship between mindfulness and attention will aid to maximize the efficacy of mindfulness-based interventions and it will be a crucial step in identifying the people that might benefit from mindfulness-based interventions

Catatonia and neurocognitive disorder in the context of schizophrenia spectrum disorders

Background. Currently, researchers are aiming to establish the relationship between neurocognitive disorder and other clinical manifestations of endogenous diseases and functional indicators of the patient’s adaptation to social life. According to some data, the development of cognitive disorders is associated with the severity of catatonic disorders in the clinical picture of various diseases, in particular the presence of catatonic symptoms determines the worst indicators of cognitive functioning in the case of schizophrenia.The aim. To study the clinical and psychopathological features of catatonic syndrome in connection with schizophrenia spectrum disorders, as well as its connection with neurocognitive disorder manifestations among patients with endogenous disorders.Methods. From September 2022 to March 2024, we conducted a prospective, multicenter study of patients (n = 69) suffering from paroxysmal schizophrenia with primary catatonic symptoms in the structure of attacks. Mental status, the severity of catatonic symptoms using Bush – Francis Catatonia Rating Scale, neurocognitive profile using a number of validated scales (Montreal Cognitive Scale, Brief Assessment of Cognition in Schizophrenia, Frontal Assessment Battery) were assessed.Results. Neurocognitive disorder was revealed in all cases studied. It has been noted that, depending on the presence/absence of affective symptoms, various domains of the neurocognitive profile are affected. Thus, in patients without severe affective symptoms, auditory and verbal memory, attention, processing speed, and motor skills are impaired. In patients with pronounced affective disorders, processing speed, motor skills, and problem-solving behavior are affected.Conclusion. Based on the results of processing the material, it was revealed that the most pronounced neurocognitive disorders were found in case of the manifestation of paroxysmal paranoid schizophrenia in male patients with a relatively early onset of the disease and hypokinetic catatonic disorders. In the future, we are planning to compare these results with the results of control group of patients with endogenous diseases and without catatonia.

An Examination of the Attention and Psychological Skill Levels of Combat Athletes

An Examination of the Attention and Psychological Skill Levels of Combat Athletes

Implementation and Evaluations of Visual Scaffolding to Support Attentional Management Training

One approach to training is using scaffolding to assist the novice trainee in performing tasks while they develop fundamental skills. This paper describes the implementation and testing of visual scaffolding to support training of attentional management skills. The training tool was developed specifically for sensor operators of unmanned aerial systems (UAS) to learn attentional skills associated with managing the competing demands of UAS operational tasks. A key part of the training included attentional scaffolding—visual highlighting that was used to guide the trainee’s attention. Three different evaluations were conducted to assess performance while leveraging scaffolding: Two were performed with U.S. Navy and U.S. Coast Guard (USCG) sensor operators, and one was performed in a human-in-the-loop (HITL) study. In this paper, we detail the Navy and USCG studies, summarize the HITL study, and synthesize findings across the evaluations.

Dancing Well with Mindfulness

ABSTRACT Mindfulness has recently flooded the health and wellness social media landscape. With roots in Buddhism, mindfulness is a skill of attention involving focusing on the present moment with curiosity and nonjudgment. Mindfulness practices, including meditation, have many benefits for busy young dance students, who often face a unique combination of stresses around social comparison, self-doubt, body image issues, performance anxiety, and increasingly overscheduled lifestyles. Many may lack an understanding of mindfulness or misperceive its components. Persistent stigmas around mental health may also keep students from openly experimenting with mindfulness practices. The purpose of this article is to concisely define mindfulness for dance students, its potential benefits, and considerations for how mindful practices, particularly meditation, can be integrated into dance students’ lives.

The Impact of Horse-Assisted Therapy on Socio-Emotional Behaviors in Children with Autism

Animal-assisted therapy for children with autism (ASD) is a form of complementary therapy, integrating methods from various other types of therapy. AAT, or animal-assisted therapy, is a series of interventions that are based on the behavioral traits of animals, especially dogs and horses, which are the most common in this context. These interventions can be integrated into conventional treatments such as behavioral therapy, play therapy, music therapy, occupational therapy, speech therapy, and art therapy, depending on the individual needs of patients. The objective of this study was to examine the effects of an already existing Equine Assisted Therapy (EAT) program on social communication skills, executive functions and motor skills in children diagnosed with autism spectrum disorders. The research adopted an observational design to analyze how often certain behaviors occur in the presence or absence of horses in a group intervention program. This research included 16 children diagnosed with autism spectrum disorder (ASD), aged between 9 and 14 years (12 boys and 4 girls), who were selected from an School Center for Inclusive Education. The conclusions drawn from our results showed that the horse-assisted therapy, implemented in our experiment, recorded a notable improvement in all the behavioral parameters analyzed. Improvements were observed in Attention in Activity (21.2%), Communication (18.3%) and Compliance (9.1%) during activities, Physical Movements, with a difference of 34.1%, Affective State (23.33%), Visual Control (45%), Functional Skills and Response to Command (46.66%), Social Attention (33.5%) and Dynamic Motor Skills (35.55%) during activities. And the biggest difference was observed in Vocalizations, with a difference of 53%. Our results strongly support the fact that complementary therapy of autism spectrum disorders with the help of horses is an effective form of intervention, which can bring substantial improvements in therapeutic outcomes.

Use of Virtual Reality in School-Aged Children with Developmental Coordination Disorder: A Novel Approach.

Virtual reality (VR) applications in paediatric rehabilitation are recent but promising. This brief report describes a VR rehabilitation program for a small sample of children with Developmental Coordination Disorder (DCD). The program focused explicitly on executive functions, a key area of concern for this population. It was conducted over 11 weeks in the CARE Lab. This lab was designed with appropriate structural characteristics and sophisticated technology to provide a rehabilitative setting with recreational and semi-immersive features. Before and after the VR training, the children were evaluated in terms of visual attention, inhibition, planning abilities, and visual-motor coordination. The rehabilitation programs were customised according to the clinical needs and the functional profile of each patient, proposing different games with variable complexity levels. These preliminary results showed a global and clinically significant change in executive functions, especially visual attention and inhibition skills. These findings suggest interesting implications for clinical practice, providing new information for professionals regarding the application of VR in the field of paediatric rehabilitation.

Do auditory brainstem implants favor the development of sensory integration and cognitive functions?

Information about the development of cognitive skills and the effect of sensory integration in children using auditory brainstem implants (ABIs) is still limited. This study primarily aims to investigate the relationship between sensory processing skills and attention and memory abilities in children with ABI, and secondarily aims to examine the effects of implant duration on sensory processing and cognitive skills in these children. The study included 25 children between the ages of 6 and 10 years (mean age: 14 girls and 11 boys) with inner ear and/or auditory nerve anomalies using auditory brainstem implants. Visual-Aural Digit Span Test B, Marking Test, Dunn Sensory Profile Questionnaire were applied to all children. The sensory processing skills of children are statistically significant and positive, and moderately related to their cognitive skills. As the duration of implant use increases, better attention and memory performances have been observed (p<.05). The study demonstrated the positive impact of sensory processing on the development of memory and attention skills in children with ABI. It will contribute to evaluating the effectiveness of attention, memory, and sensory integration skills, and aiding in the development of more effective educational strategies for these children.

EDUCATION OF CODE, PROBLEM SOLVING, ALGORITHMICAL THINKING IN PRIMARY CLASS PUPILS

In this article, early learning classically includes reading, writing, and mathematics. The importance of addition in "counting" as a basic skill that every child should learn. The goal is development. Computational thinking does not come naturally and requires training and guidance. This study was conducted to determine the effects of coding education on elementary school pupils. It has a positive effect on elementary school pupils' attention, problem solving, and algorithmic thinking skills. In particular, the ideas of Turkish scientists about the concepts of coding education in primary grades should first be reflected in human thinking. The coding training used in this study contributed to the development of basic algorithmic skills in pupils, such as "when faced with any problem, they can easily write an algorithm for that problem or perform an algorithmic procedure when performing any task." happy In our country, the attention paid to elementary school textbooks and the impact of changes in them on the educational process is known to a significant extent. Topics in primary school textbooks are becoming more and more complex. As a result, the school assigns a more responsible task to primary school teachers.

Measuring the velocity of spatio-temporal attention waves

A sequence of visual or auditory events may be perceived as a single continuing sequence or as two or more separate sequences occurring in parallel. The latter percept occurs when the perceived distance between events is large, and the timing is fast, and is referred to as “streaming.” Several researchers have previously argued that streaming indicates a velocity constraint on the movement of attention. To test this hypothesis the present experiment measured tradeoffs between distance and timing for the onset or loss of streaming in a rectangular pattern of displayed lights. Two linear tradeoffs were found, one corresponding to the loss of streaming when the light pattern was slowed down, and one corresponding to the onset of streaming when the light pattern was sped up. The slopes of these linear relations are interpreted as integer multiples of the velocity of spatio-temporal attention waves. A process model postulates that participants adjust the wavelength of their spatio-temporal attentional traveling wave to match the height of the displayed rectangle. Streaming is assumed to occur when peaks in the attentional traveling wave coincide with the onsets of lights at the top and bottom of the displayed rectangle. Additional supporting evidence for temporal and spatial attention waves is reviewed. This model may be useful for understanding some forms of attentional deficits as well as expert attentional skills arising in musical performance, sports, meditation, and other tasks.

Effect of reciprocal teaching on comprehension, attention, rapid naming and working memory

This study aims to evaluate word callers attending the fourth grade of primary school in terms of rapid naming, verbal working memory, and attention skills, and to examine the effect of the reciprocal teaching approach on the development of word callers' reading comprehension skills. The study group consisted of 25 word callers and 21 independent readers. Fourth-grade students who are at the independent level in word recognition skills and at the level of frustration in reading comprehension skills are defined as word callers. On the other hand, students who are at the independent level in both word recognition and reading comprehension skills are defined as independent readers. According to the findings, difficulties in rapid naming, verbal working memory and attention skills are common characteristics of word callers. On the other hand, with the reciprocal teaching approach applied for 12 weeks, significant improvements were achieved in the reading comprehension skills of word callers. In this direction, it can be interpreted that the reciprocal teaching approach eliminated the difficulties experienced by word callers.

From Play to Concentration: The Effect of Digital Educational Games on Preschool Children’s Attention Skills

The purpose of this study is to determine the effect of a digital educational game application on the attention skills of 5-6-year-old children. The research, planned with a quasi-experimental design and pre-test post-test control groups, measured children's attention skills using the ‘Concentration Test for Five-Year-Old Children’ (Frankfurter Test Für Funjahrige Konzentration–FTF-K). The study used the MentalUp application, a digital educational game designed to improve the attention skills of preschool children. Sixteen different types of mini-games supporting 13 different attention skills were included in the study. A total of 40 children aged 5-6 years were divided into two groups based on gender. The preschool children were instructed to complete the application in a quiet classroom environment following a pre-post-test design. The results indicated that the digital educational game application significantly improved the children's attention skills. While there was no significant change from pre- to post-test scores for the control group, the attention skills of the children in the experimental group were positively affected. The findings extend the current knowledge on attention skills in preschool children, highlighting the necessity of incorporating digital educational games into classroom practices to support attention skills at an early age. This study also provides valid evidence for the dissemination of digital educational games among preschool children.

Perceived Cognitive Function and Glycemic Variability: Baseline Results From a Cognitive Rehabilitation Intervention.

The purpose of this study was to examine the association between glucose variability, diabetes self-management, and cognitive function in participants enrolled in a cognitive rehabilitation intervention for people with type 2 diabetes. Baseline data from the Memory, Attention, and Problem-Solving Skills for Diabetes randomized controlled trial (n = 95; mean age 65.6 years, SD 5.99; 59.3% female; 59% non-Hispanic White) were analyzed and included scores from the PROMIS Cognitive Function version 2, a measure of perceived cognitive function; glucose variability measurements from continuous glucose monitors; and scores on the Summary of Diabetes Self-Care Activities Survey. Participants had higher levels of perceived cognitive dysfunction than the US average. Lower PROMIS scores were associated with higher levels of glucose variability. Better perceived cognitive health was related to better diabetes self-management. Glucose variability, measured by the coefficient of variation, was a significant predictor of perceived cognitive function. Perceived cognitive function was associated with diabetes self-management and glucose variability. Understanding this association can support the development of interventions to mitigate effects associated with glucose variability and changes in cognitive function. Including measurements of perceived cognitive function in assessments has the potential to alert health care providers about the need for additional support in diabetes management and the possibility of cognitive impairment that may need further objective assessment.

The Participation of Teachers in Greece in Outdoor Education Activities and the Schools’ Perceptions of the Benefits to Students

International research highlights the potentially valuable contribution of outdoor education to the healthy development and proper holistic education of students. Among the various benefits that students gain from participating in outdoor activities are the mitigation of symptoms of Attention Deficit Hyperactivity Disorder (ADHD), improved respiration, memory improvement, skills development and others. Despite the well-documented contribution of such activities to children’s wellbeing, there is an increasing trend of younger children lacking contact with nature. The current study investigates to what extent teachers in Greece, at schools where students aged 6–18 attend, provide opportunities for outdoor activities to their students. Furthermore, it investigates the teacher’s perceptions of the benefits the students gain from such activities, based on their personal experience and the experience of other co-teachers in their school. The results presented in this study indicate that the percentage of teachers who choose outdoor activities during the educational process in Greece is rather low, although they identify that such activities provide significant benefits to students. Based on the perceptions of teachers regarding the mental, cognitive and physical benefits that students gain from outdoor activities a positive association was found between the participation of students in such activities and these benefits. Therefore, this study reveals that it is of significant importance to increase the number of opportunities for students’ participation in outdoor learning activities, by supporting teachers, creating learning communities with them and empowering them to provide more outdoor learning opportunities.

Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children.

Code- and meaning-related emergent literacy skills of autistic children were compared to those of non-autistic children who did not differ on age and full-scale IQ (FSIQ). The associations between joint attention skills and early literacy abilities were of interest. Seventeen autistic and 20 non-autistic children (48 to 72 months) participated. Parents completed a joint attention measure and children completed code- and meaning-related emergent literacy skills measures. Findings showed that autistic and non-autistic children did not differ on code-related emergent literacy skills, letter knowledge and phonological awareness, but autistic children scored lower on print conceptsand name writing. Autistic children also scored lower on meaning-related skills assessing the comprehensive and quality of oral narratives. FSIQ predicted print concept knowledge in all children. Receptive vocabulary was a significant predictor of meaning-related skills in autistic children and the quality of oral narratives in non-autisticchildren. Joint attention was also a significant predictor of oral narrative quality in autistic children. Recommendations for promoting emergent literacy skills using a strength-based approach are discussed.

Endogenous Control and Reward-based Mechanisms Shape Infants' Attention Biases to Caregiver Faces.

Infants rely on developing attention skills to identify relevant stimuli in their environments. Although caregivers are socially rewarding and a critical source of information, they are also one of many stimuli that compete for infants' attention. Young infants preferentially hold attention on caregiver faces, but it is unknown whether they also preferentially orient to caregiversand the extent to which these attention biases reflect reward-based attention mechanisms. To address these questions, we measured 4- to 10-month-old infants' (N=64) frequency of orienting and duration of looking to caregiver and stranger faces within multi-item arrays. We also assessed whether infants' attention to these faces related to individual differences in Surgency, an indirect index of reward sensitivity. Although infants did not show biased attention to caregiver versus stranger faces at the group level, infants were increasingly biased to orient to stranger faces with age and infants with higher Surgency scores showed more robust attention orienting and attention holding biases to caregiver faces. These effects varied based on the selective attention demands of the task, suggesting that infants' attention biases to caregiver faces may reflect both developing attention control skills and reward-based attention mechanisms.

Reframing developmental dyslexia and bilingualism: An overview to enhance strengths and advantages

This paper explores the evolving perceptions of bilingualism and developmental dyslexia, shifting from viewing them as deficits to acknowledging their inherent strengths. This overview contributes to the evolving narrative surrounding dyslexia and bilingualism, urging a revaluation of these conditions from deficit-centered perspectives to recognize the diverse cognitive abilities and adaptive advantages they offer. It delves into the positive aspects associated with developmental dyslexia, highlighting cognitive strengths like visuospatial skills, narrative reasoning, and dynamic reasoning.Additionally, it examines the multifaceted nature of bilingualism, outlining distinctions between types of bilingualism and emphasizing cognitive benefits such as enhanced cognitive flexibility, attentional skills, and executive functions among bilingual individuals. The complexities of language acquisition, socioeconomic factors, and societal support are discussed in understanding the interplay between language acquisition and cognitive development in bilingual contexts. Furthermore, the paper navigates the intricate connection between dyslexia and bilingualism, emphasizing factors like language exposure, linguistic characteristics, and individual cognitive processes that influence their interaction. Dyslexia significantly impacts language acquisition and proficiency in both native and second languages, requiring tailored assessments and interventions for dyslexic bilingual individuals.

Neuropsychological profile in tuberous sclerosis complex: a study of clinical and cognitive variables in a cohort from Brazil.

Tuberous sclerosis complex (TSC) is an autosomal dominant genetic disorder with a wide clinical, cognitive, and behavioral expressivity. To assess the neuropsychological profile of individuals clinically diagnosed with TSC and the factors that could significantly impact their cognitive development. A total of 62 individuals with ages ranging from 3 to 38 years were followed up in a tertiary attention hospital in Southern Brazil, and they were assessed using a standard battery and the Vineland Adaptive Behavior Scales, when intellectual disability was observed. History of epilepsy was found in 56 participants (90.3%), and 31 (50%) presented an intellectual disability. Among the other half of TSC individuals without intellectual disability, 8 (12.9%) presented borderline classification, 20 (32.2%) presented average scores, and 3 (4.8%) were above average. In total, 17 participants (27.4%) fulfilled the diagnostic criteria for autism spectrum disorder. The results of the multiple linear regression analysis suggested that seizures, age at diagnosis, visual perception, and general attention significantly impact cognitive performance indexes. The present study suggests that the occurrence of epileptic seizures and older age at diagnosis contribute to higher impairment in the domains of cognitive development, underlining the importance of early diagnosis and the prevention of epileptic seizures or their rapid control. The development of attentional skills, visual perception, and executive functions must be followed up.