Attention In Children Research Articles

To Touch or Not to Touch: The Role of Vocabulary and Object Exploration in Children's Attention to Shape.

Children's ability to identify relevant object features, such as shape, plays a key role in learning object names. However, successful attention to shape (shape bias) is dependent on other factors, including children's vocabulary size as well as opportunities for object exploration. The current study explored the combined impact of both vocabulary and object exploration on attention to shape and their cascading impact on retention of object labels. Here, 336 17-to-30-month-old children completed a Novel Noun Generalization (NNG) task and were tested on retention of exemplar name-object pairings. Children in a pre-familiarization condition physically explored objects before every trial; children in a no-familiarization condition did not. Vocabulary (via MacArthur-Bates Communicative Development Inventory) significantly predicted attention to shape, and higher rates of shape-match exploration yielded a stronger shape bias. However, object exploration did not impact NNG performance or retention, and children struggled to retain word-referent mappings. Though attention to shape is thought to support learning, exploratory analyses revealed that children's NNG performance did not predict retention. The results suggest that vocabulary significantly influences word learning processes but object exploration may not offer support. Future research should consider how task demands and other cognitive abilities impact word learning.

The relationship between short video usage and academic achievement among elementary school students: The mediating effect of attention and the moderating effect of parental short video usage.

Short videos have gained widespread popularity among elementary school students in China. As a form of entertainment media, their usage has steadily increased among adolescents in recent years. This phenomenon has sparked extensive discussions in society, especially against Chinese parents' high concern for their children's academic performance. Therefore, this study collected 1052 valid questionnaires from elementary school students, attempting to explore the possibility that their short video usage might negatively impact their academic performance. Besides, the mechanism of this relationship was also examined from the perspective of children's attention and environmental factors of parents' short video usage. The research findings indicate that the more elementary school students use short videos, the lower their academic performance, with attention mediating in this relationship. The longer the parental short video usage duration, the exacerbating effect it has on elementary school students' negative impact on attention caused by short video usage due to its positive moderating effect. This study provides crucial insights for parents, educators, and short video platforms, offering valuable references for formulating more scientifically and logically grounded educational strategies.

Assessment of early attention in an Italian cohort of preschooler preterm children using the Early Childhood Attention Battery.

This cross-sectional monocentric study aims to utilize the Early Childhood Attention Battery to investigate early attention patterns in young preterm children and ascertain the extent to which their attentional abilities diverge from those of term peers. Inclusion criteria encompassed gestational age < 34 weeks, with assessments conducted between 3 and 5 years 11 months. Exclusion criteria included major brain lesions, significant motor or behavioral disorders, and intellectual functioning with IQ < 70. Preterm raw scores converted to scaled scores and percentiles. Frequency analysis compared preterm scores to norms. Non-parametric tests assessed significance between scaled scores and subgroups (age, gestational age, sex, birth weight). One hundred nineteen preterm patients were enrolled in the study between November 2016 and June 2023. Comparisons with published norms showed lower mean scores across all subtests and domains for preterm children. A notable proportion of assessments (13-40%) fell below the 5th percentile, with the dual task item in sustained attention being the highest (40%). Sex did not predict differences, except for auditory sustained and visual search subtests. Gestational age did not correlate with abnormal scores, consistent with previous studies. The prevalence of assessments below the 5th percentile highlights preterm children's vulnerability to attention issues. The test's sensitivity to attention deficits in preterm populations suggests its potential in identifying at-risk children early for tailored interventions. The battery effectively detects attentional deficits in preterm children. Early detection and targeted insights support tailored educational interventions. By focusing on specific attention skills, the battery guides clinicians in choosing individualized or group activities based on areas most affected. • Attention is often impaired in preterm children but it is not systematically investigated before school age. The ECAB is a tool specifically designed for preschool children. • Using the ECAB we evidenced a different level of attention between pre-term and term-born children at preschool age.

Supporting Emotional Intelligence and Inferential Comprehension Using Character Analysis in Picturebooks

AbstractThis Teaching and Learning Guide highlights how early childhood teachers can support emotional intelligence and inferential comprehension by drawing children's attention to characters' feelings and by asking students to notice evidence from the illustrations and text.

Attention and executive delays in early childhood: a meta-analysis of neurodevelopmental conditions.

The objective of this review was to evaluate attention and executive function performance in children with neurodevelopmental conditions across the first 5 years of life, compared to neurotypical peers. MEDLINE, EMBASE, and PsycINFO databases were searched until June 30, 2023, and studies comparing attention or executive function between children with (or at risk for) neurodevelopmental conditions and neurotypical (or low risk) peers, 0 to 5 years old, were included. Of the 4338 studies identified, 111 studies with 12292 participants were included in the meta-analysis. The qualitative analysis of brain development included 5 studies. Primary outcomes were the standardised mean difference (Hedges' g) in attention and executive function between groups. Meta-regressions examined moderating effects of age, biological sex, diagnosis, and measure type. Children with neurodevelopmental conditions showed small delays in attention (n = 49 studies, k = 251 outcomes, g = 0.36, 95% CI 0.23-0.48, p < 0.001) and moderate delays in executive function (n = 64 studies, k = 368 outcomes, g = 0.64,95% CI 0.53-0.76, p < 0.001). Attention and executive function delays could not be identified in the first year (equivalence tests, p < 0.001), small to moderate delays were found in toddlerhood and moderate delays by preschool. Delays identified were largely transdiagnostic, although there was some evidence of diagnosis-specific delays for attention and moderation by measure type (informant rating vs performance-based vs physiological). Qualitative analysis described how delays were underpinned by a divergence of brain development in medial prefrontal regions. These findings highlight the potential of using attention and executive measures to detect delay and to intervene in neurodevelopmental conditions early in life.

Prenatal Cannabis Exposure and Executive Function and Aggressive Behavior at Age 5 Years

Cannabis use during pregnancy is increasingly common in the US and may affect the development and behavior of preschool-aged children. To prospectively investigate the association of prenatal cannabis exposure with executive function and aggressive behavior at age 5 years. This cohort study was conducted from 2016 through 2020. Data analysis was conducted from 2022 through 2024. Patients aged 16 through 50 years who were able to communicate in English and intended to deliver at the Ohio State University Wexner Medical Center were enrolled in a pregnancy research repository. Participants (n = 355) who gave consent for future contact and whose child(ren) was presumed to be alive were invited to participate again at child age 5 years (children born May 25, 2010, through February 7, 2016) and 250 children participated (70%). Cannabis exposure was measured prospectively by urine toxicology, maternal self-report, and obstetric record abstraction. Executive function and aggressive behavior, measured via multimodal assessment by staff masked to exposure status. Outcomes were chosen a priori. Of 250 children, 80 were exposed to cannabis (32%). Use of tobacco, other drugs, and alcohol during pregnancy was common (22% to 39% each). Most families were living in poverty. There were 155 children who were Black/African American, non-Hispanic (62%); 11 were Hispanic (4%); 34 indicated more than one race or another race, non-Hispanic (14%); and 50 were White, non-Hispanic (20%). Age-corrected standard scores for children's attention and inhibitory control (National Institutes of Health Toolbox) were about 0.4 SDs lower for those exposed to cannabis compared with unexposed (β = -6.1 points; 95% CI, -10.8 to -1.4), following propensity score weighting and adjustment for confounders. Exposed children also exhibited poorer task-based planning ability and more observed aggression. Caregiver ratings of executive function and behavior and laboratory assessments of other aspects of executive functioning showed no differences by exposure status. Results from this contemporary US cohort where prenatal cannabis exposure was common and indicated that exposed children exhibited some differences in aspects of executive function and behavior relevant to long-term academic success and adaptive functioning. These results may be considered in refining clinical recommendations regarding cannabis use during pregnancy.

Comparing generating predictions with retrieval practice as learning strategies for primary school children.

This eye tracking study run in 2019 examines the learning benefits of two common active learning approaches-generating predictions and retrieval practice-for young children. Both generating predictions and retrieval practice are active learning approaches that involve generating responses and then being provided with the correct information or retrieving previously provided correct information. Participants included 90 children (Mage = 7 years; female = 46, male = 42). Parents reported children's race and ethnicity as follows: 2% Asian/Pacific Islander, 5% African American, 74% Caucasian, 3% other, and 6% identified as two or more categories; demographics largely reflective of the county where the data were collected, but nevertheless the generalizability of these findings to more diverse populations may be limited. In this study, young children learned facts about insects (e.g., "Insects are hard on the outside.") while we measured their attention to the lesson using eye tracking technology. Then their knowledge was assessed on an immediate test. All children were presented with the same materials, but the presentation order was modified based on condition assignment. In the generating predictions condition, children saw examples of animals and were asked if an animal was an insect or they saw animals and were asked to identify which one was the insect, followed by the correct response. In the retrieve condition, the presentation order was reversed such that children first saw the correct response and then were asked if the animal was an insect, or which of two examples was an insect. Results suggest that although retrieval practice results in overall better learning outcomes, generating predictions increased children's attention to the materials (d = 1.92), and among children who were able to maintain attention, learning outcomes were equal among the two conditions in an immediate test. This work highlights the importance of considering student-level factors when deciding the best learning strategies to implement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Differential reconfiguration of brain networks in children in response to standard versus rewarded go/no-go task demands.

Response inhibition and sustained attention are critical for higher-order cognition and rely upon specific patterns of functional brain network organization. This study investigated how functional brain networks reconfigure to execute these cognitive processes during a go/no-go task with and without the presence of rewards in 26 children between the ages of 8 and 12 years. First, we compared task performance between standard and rewarded versions of a go/no-go task. We found that the presence of rewards reduced commission error rate, a measure considered to indicate improved response inhibition. Tau, thought to index sustained attention, did not change across task conditions. Next, changes in functional brain network organization were assessed between the resting state, the standard go/no-go task, and the rewarded go/no-go task. Relative to the resting state, integration decreased and segregation increased during the standard go/no-go task. A further decrease in integration and increase in segregation was observed when rewards were introduced. These patterns of reconfiguration were present globally and across several key brain networks of interest, as well as in individual regions implicated in the processes of response inhibition, attention, and reward processing. These findings align with patterns of brain network organization found to support the cognitive strategy of sustained attention, rather than response inhibition, during go/no-go task performance and suggest that rewards enhance this organization. Overall, this study used large-scale brain network organization and a within-subjects multi-task design to examine different cognitive strategies and the influence of rewards on response inhibition and sustained attention in late childhood.

Challenges in Paediatric Xenotransplantation: Ethical Components Requiring Distinct Attention in Children and Obligations to Patients and Society.

The transplantation of non-human organs into humans, or xenotransplantation (XTx), has recently garnered new attention and is being developed to help address the problem of organ scarcity in transplantation. Ethical issues surrounding XTx have been studied since initial interest arose decades ago and have experienced renewed discussion in the literature. However, the distinct and relevant differences when applied to children has largely been overlooked with few groups attending to the concerns that XTx in children raises. In this paper, we explore ethical challenges to be expected in paediatric XTx, in particular exploring organ sizing concerns, infectious risks, psychological burdens, and issues of moral hazard. We review these domains with the aim of highlighting the implications of pursuing paediatric XTx and the cross-disciplinary approach needed to solve these issues. Children require a unique analysis from a bioethical perspective to best prepare for the issues XTx presents.

The effects of multitalker babble noise on children's cognitive performance

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.

Developing Concepts of Authenticity: Insights From Parents' and Children's Conversations About Historical Significance.

The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of historical authenticity (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fakes). We examined the development of historical significance through the lens of parent-child conversations, and children's performance on an authenticity assessment. The final sample was American, 79.2% monoracial White, and mid-high socio-economic status (SES) and included 48 parent-child pairs: 24 with younger children (R=3.5 to 4.5 years) and 24 with older children (R=5.5 to 6.5 years). Parent-child pairs discussed three books we created, with three storylines: a museum (culturally authentic) storyline, a clean-up (personally authentic) storyline, and a control storyline. Across measures, conversations suggested that authenticity may begin as a "placeholder concept" that is initially rooted in a broad appreciation for the significance of old objects and only later filled in with specifics. This placeholder initially directs children's learning about authenticity by linking, in an unspecified way, the value and significance of objects to their past. For example, we found that young children appropriately appealed to history (vs. perceptual or functional features of objects) in contexts regarding authentic objects but struggled in determining which objects were more significant on the post-test assessment, suggesting that they attend to object history but are not yet sure how histories matter for making authenticity judgments. We also found some evidence that directing children's attention toward conceptual information related to object history may in turn direct them away from material or perceptual considerations, as seen in trade-offs in parents' and children's conversations. Together, this exploratory report offers many new avenues for work on the development of authenticity concepts in childhood.

가정 내 혼돈이 유아의 자기결정성에 미치는 영향: 유아 주의력의 매개효과를 중심으로

The purpose of this study is to verify direct and indirect effects of household chaos on the self-determination of young children by focusing on the mediating effects of children’s attention. The subjects of the study were 267 5-year-old children, their mothers, and 21 homeroom teachers. To analyze the mediating effect of children's attention in the relationship between household chaos and children's self-determination, Model 4 of SPSS PROCESS macro proposed by Hayes (2018) was applied. The findings of this study indicate that household chaos has a significant effect on children's self-determination in educational settings by influencing their attention span subsequently. This suggests that maintaining a certain level of stimulation in the home is important for the development of children, as excessive levels of unpredictable stimuli hinder children's attention and negatively affect their self-determination. The study is meaningful in that it provides basic data for promoting self-determination in the field of early childhood education by analyzing factors that affect children's self-determination. Furthermore, the study implications suggest that the study can be used as theoretical data for teacher and parent education to promote the development of self-determination of young children.

Attention Deficit Hyperactivity Disorder among Children with Speech Difficulties

Abstract: Speech sound disorders and attention deficit / hyperactivity disorder are developmental disorders that can significantly impact academic success. The comorbidity of these disorders may substantially add to the difficulties experienced by the child and require a combined treatment approach. Objectives: (1) to assess sociodemographic characteristics of children’s with speech difficulties (2) to assess attention deficit hyperactivity disorder and speech difficulties (3) to identify the relationship between attention deficit hyperactivity disorder and speech difficulties. Methodology: A descriptive cross-sectional study design was carried out in Baghdad Teaching Hospital. A non- probability (purposive) study sample of (300) child, who attended Hearing and Speech Center for the period from 12/April/2023 to 25/January/2024. The Questionnaire which is composed of: Socio-demographic characteristics, scales of behavioral problem, attention deficit hyperactivity disorder. Results: The study results reveal that the children experiencing severe attention deficit hyperactivity disorder and that significant relationship have been reported among speech sound disorder with attention deficit hyperactivity disorder at p-values= 0.046, also indicates that there was significant relationship among childhood apraxia and attention deficit hyperactivity disorder at p-values= 0.007. Conclusion: The children experience severe of attention deficit hyperactivity disorder, the significant relationship has been reported among speech sound disorder with attention deficit hyperactivity disorder, also indicates that there was significant relationship among childhood apraxia and attention deficit hyperactivity disorder.Recommendations: An intervention program to be planned accordingly and areas of deficit will be targeted in therapy. Liaison with parents and school teachers is indicated in order to achieve the child’s maximum potential.

Recent Developments in the Non-Pharmacological Management of Children's Behavior Based on Distraction Techniques: A Concise Review.

Oral diseases and conditions affect children's oral health and negatively influence their overall health. Early detection and intervention are important in mitigating these negative consequences. However, dental fear and anxiety (DFA) regarding dental procedures often hinder children from seeking necessary dental care. Non-pharmacological behavior management strategies, such as distraction techniques, are commonly adopted to manage children's behaviors. Distraction techniques have been developed rapidly in recent years and are widely accepted by both health professionals and parents due to their noninvasive and low-cost nature. This concise review aims to summarize current distraction techniques applied during dental treatments, especially for children. The most commonly reported techniques for children are audio distraction, audio-visual distraction, tactile distraction, olfactory distraction, and gustatory distraction. Audio distraction techniques involving music and storytelling help children relax. Audio-visual distraction techniques help to divert children's attention from the dental treatment. Tactile stimuli can reduce the transmission of pain signals. Olfactory stimuli can help children feel comfortable and relaxed. Gustatory distraction involving sweet substances can create a positive environment. These distraction techniques effectively reduce DFA in children and improve their satisfaction with dental procedures. As technology continues to develop, further research is needed to provide more robust, evidence-based guidance for dentists using distraction techniques.

The Impact of Cues on Joint Attention in Children with Autism Spectrum Disorder: An Eye-Tracking Study in Virtual Games.

Joint attention (JA), a core deficit in children with autism spectrum disorder (ASD), is crucial for social interaction, emotional understanding, and cognitive development. This study aims to compare and analyze the eye-tracking data of ASD and typically developing children (TDC) during virtual games, exploring how different cue types affect JA performance in ASD children. A total of 31 TDC and 40 ASD children participated in the study. Using eye-tracking devices, we recorded the children's eye movements as they played virtual games, selecting the correct target based on cues provided by virtual characters. Our findings revealed that different cue types significantly impacted the game scores of ASD children but had no significant effect on TDC, highlighting a notable disparity between the two groups. ASD children showed a lower fixation frequency, irregular fixation paths, and increased attention to non-target objects compared to TDC. Interestingly, among the three cue types, ASD children exhibited a preference for the third type, leading to longer fixation on the region of interest and higher game scores. These results underscore the importance of cue selection in enhancing JA in ASD children. This study provides novel insights into the JA deficits in ASD children and offers a scientific basis for the development of targeted and individualized intervention programs.

Does body expression improve children’s attention and impulse control development? An ecological intervention in physical education

Recent research has shown a decrease in attention and impulse control in childhood, so the development of children's cognitive functions, and specifically attention and impulse control, has aroused growing interest in the scientific literature. The aim of this study was to analyze the influence of body expression on the development of attention and impulse control and its relationship with gender in 6-to-8-year-old boys and girls. A total of 43 children were enrolled in this research. CARAS-R test was used to assess selective attention and impulse control before and after an 8-week body expression intervention program. After the body expression intervention program (Pre-Post) carried in physical education, all children improve the attention results (p &lt; .01, ES = 1.1 to 1.5, moderate to large), but no improvement was found in the impulse control (p &gt; .05, ES = 0.1 to 0.2, trivial). In conclusion, the results obtained in the study seem to indicate that body expression in physical education sessions is an appropriate element to develop attention. These results could have important implications for physical education teachers, since it allows them to know the tools that improve the development of attention, to implement them in their sessions. Keywords: Cognitive function; physical activity; primary education; drama; impulsivity.

Relationships between screen time and childhood attention deficit hyperactivity disorder: a Mendelian randomization study.

In previous observational studies and meta-analyses, childhood attention deficit hyperactivity disorder (ADHD) is found to have a significant association with screen time. However, the causal associations between them remain unclear. This study performed a bidirectional two-sample Mendelian randomization (MR) analysis to confirm the causality between screen time and childhood ADHD. Large-scale genome-wide association studies (GWAS) datasets derived from the Psychiatric Genomics Consortium (PGC) and the UK Biobank were used to identify single nucleotide polymorphisms (SNPs) associated with exposure and outcome. Four categories of datasets were selected to represent screen time. The SNPs that are significantly associated with exposure data (P < 5e-08) and have a strong correlation with the exposure in the F-statistic (F > 10) were selected as instrumental variables. This study also used the PhenoScanner V2 database and the LDlink webtool to exclude confounding factors, and the MR-PRESSO method (p < 0.05) was employed to eliminate outliers with bias. Five commonly used methods were employed to assess the interaction and the Inverse Variance Weighted (IVW) method was utilized as the primary basis for determining the MR estimates in this study. The MR analysis revealed that the length of mobile phone use (OR, 1.848; 95% CI, 1.3360-2.5558; p=2.07e-4) and the time spent watching television (OR, 2.104; 95% CI, 1.3958-3.1703; p=3.8e-4) increased the risk of childhood ADHD. Although the causal relationships were exclusively identified through the IVW and weighted median methods, the results retained their statistical significance following correction. In the reverse analysis, no evidence was found to support an effect of childhood ADHD on screen time. The sensitivity analysis conducted on the significant findings revealed no evidence of horizontal pleiotropy or heterogeneity. This study provides some evidence for the causality of screen time and childhood ADHD. Given the limitations of our study, further research is required to comprehensively investigate this relationship.

WEB-SITE DESIGN (BEHAVIORAL + EDUCATIONAL) TO HELP AUTISUM CHILDRENDISORDER

Autism is a condition in which children have difficulties interacting with others or exhibit differences in how they interact with people. Children with Autism Spectrum Disorder (ASD) may respond well to web-based learning because computers can offer features such as repetition, visual stimuli, and independent interactions that appeal to them. However, there have been limited studies on websites (behavioral and educational), especially outside of institutional settings. The aim of this research is to assess the effectiveness of interactive digital programs used to teach individuals with learning difficulties, tailored to their capabilities and needs. Modern technology has provided interactive and educational opportunities through picture books. This research involves designing an educational website for children with autism, including a program to teach them basic concepts necessary for daily life, such as the Arabic alphabet, to enable them to form complete words and, consequently, complete sentences. Additionally, the program teaches numbers, enabling children to count and perform arithmetic problems such as counting money and telling time. The main interface page displays eight images that change every seven seconds automatically or via navigation links on the right and left sides of the image. A six-page website was designed, covering topics such as what autism is, symptoms, diagnosis, and more. Web technologies were utilized in the website design, with HTML as the primary language. To analyze some aspects of this study's results, the use of the computer screen is intended to capture the autistic child's attention, helping them remain in one place and stay focused on the screen for as long as possible. If a mother or female teacher can keep a child engaged with the screen for 5-10 minutes, it is considered a significant achievement.

The Positive Impact of Music Education on the Attention of Children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent developmental disorder that typically manifests in childhood, which is characterized by difficulties in attention, hyperactivity, and impulsivity. Therefore, children with ADHD have no difficulties in understanding knowledge, but due to their hyperactivity, they face significant obstacles in acquiring it. The specific manifestations of ADHD in children include hyperactivity, lack of attention, and overly active thoughts, which prevent them from focusing and learning for extended periods. This study explores the improvement of ADHD children's condition through music education, which has significant practical implications for promoting their learning abilities and cognitive methods. By collecting and analyzing previous researches, this paper summarizes the positive impact of music education on children with ADHD. This paper shows that music can improve mental and emotional states, alter children's moods, regulate thinking patterns, and enrich the brain's cognitive modes. Personalized music education proves to be effective and practical in reducing stress during learning and in crisis intervention.

Sharing Our World: Impact of Group Motor Skill Learning on Joint Attention in Children with Autism Spectrum Disorder.

Impaired joint attention is a common feature of autism spectrum disorder (ASD), affecting social interaction and communication. We explored if group basketball learning could enhance joint attention in autistic children, and how this relates to brain changes, particularly white matter development integrity. Forty-nine autistic children, aged 4-12 years, were recruited from special education centers. The experimental group underwent a 12-week basketball motor skill learning, while the control group received standard care. Eye-tracking and brain scans were conducted. The 12-week basketball motor skill learning improved joint attention in the experimental group, evidenced by better eye tracking metrics and enhanced white matter integrity. Moreover, reduced time to first fixation correlated positively with decreased mean diffusivity of the left superior corona radiata and left superior fronto-occipital fasciculus in the experimental group. Basketball-based motor skill intervention effectively improved joint attention in autistic children. Improved white matter fiber integrity related to sensory perception, spatial and early attention function may underlie this effect. These findings highlight the potential of group motor skill learning within clinical rehabilitation for treating ASD.