Differences In Selective Attention Research Articles

Putting the Spotlight Back Onto the Flanker Task in Autism: Autistic Adults Show Increased Interference from Foils Compared with Non-autistic Adults.

Autistic people may have a less focused spotlight of spatial selective attention than non-autistic people, meaning that distracting stimuli are less effectively suppressed. Previous studies using the flanker task have supported this suggestion with observations of increased congruency effects in autistic participants. However, findings across studies have been mixed, mainly based on research in children and on response time measures, which may be influenced by differences in response strategy between autistic and non-autistic people rather than differences in selective attention. In this pre-registered study, 153 autistic and 147 non-autistic adults completed an online flanker task. The aims of this study were to test whether increased congruency effects replicate in autistic adults and to extend previous work by fitting a computational model of spatial selective attention on the flanker task to the data. Congruency effects were increased in the autistic group. The modelling revealed that the interference time from the foils was increased in the autistic group. This suggests that the activation of the foils was increased, meaning suppression was less effective for autistic participants. There were also differences in non-interference parameters between the groups. The estimate of response caution was increased in the autistic group and the estimate of perceptual efficiency was decreased. Together these findings suggest inefficient suppression, response strategy and perceptual processing all contribute to differences in performance on the flanker task between autistic and non-autistic people.

Investigating how individual differences in selective attention relate to schizotypy and altered states of consciousness.

Investigating how individual differences in selective attention relate to schizotypy and altered states of consciousness.

Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children

ABSTRACT A good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive abilities unfold. The reported study investigates children’s data from three linguistic groups (179 sequential bilingual, 96 simultaneous bilingual and 57 monolingual German-speaking children) and examines differences (1) regarding cognitive outcome measures pertaining to selective attention, visuospatial thinking and abstract thinking and (2) searches for substantial developmental trajectory differences regarding said measures. Children were tested at 3 points in time; at age 4;10, 6;2 and 7;4. Results indicate no significant linguistic group differences in selective attention, visuospatial thinking and abstract thinking when controlling for gender, language comprehension of the child, and families’ socioeconomic status. Moreover, the three linguistic groups did not differ in developmental trajectories. Theoretical and practical implications are discussed.

Differences in Selective Attention and Inhibitory Control in Patients with Major Depressive Disorder and Healthy Controls Who Do Not Engage in Sufficient Physical Activity.

Patients with major depressive disorder (MDD) are characterized by neurocognitive impairments and show deficits in various cognitive performance indicators, including executive function. We examined whether sustained attention and inhibitory control differ between patients with MDD and healthy controls, and whether differences exist between patients with mild, moderate, and severe depression. Clinical in-patients (N = 212) aged 18-65 years with a current diagnosis of MDD and 128 healthy controls were recruited. Depression severity was assessed using the Beck Depression Inventory, and sustained attention and inhibitory control were assessed using the oddball and flanker tasks. The use of these tasks promises insights into executive function in depressive patients that are not biased by verbal skills. Group differences were tested via analyses of covariance. Patients with MDD showed slower reaction times in both the oddball and flanker task, independent of the executive demands of the trial types. Younger participants achieved shorter reaction times in both inhibitory control tasks. After correcting for age, education, smoking, BMI, and nationality, only differences in reaction times in the oddball task were statistically significant. In contrast, reaction times were not sensitive to the symptom severity of depression. Our results corroborate deficits in basic information processing and specific impairments in higher-order cognitive processes in MDD patients. As difficulties in executive function underlie problems in planning, initiating, and completing goal-directed activities, they may jeopardize in-patient treatment and contribute to the recurrent nature of depression.

Individual differences in selective attention and engagement shape students’ learning from visual cues and instructor presence during online lessons

Although some researchers recommend minimizing extraneous visual information in multimedia lessons, others have demonstrated that features such as visual cues and instructor videos can enhance learning. However, variability in selective attention skills may influence students’ ability to benefit from these additional features. This study investigated links between college students’ selective attention skills and their learning from video lessons that varied in the use of visual cues and the instructor video. Learning outcomes depended on both the visual features available and students’ effort and selective attention skills. Among students who reported increased effort during the lessons, those with more efficient selective attention benefited most when a single additional feature (i.e., either visual cues or the instructor video) was used. All students, regardless of attention skills, benefited when both visual cues and the instructor were combined. These findings suggest that learning during multimedia lessons may depend on the visual features of the lessons and the student’s effort and attention skills.

Speech-in-speech perception: The role of F0, rate, and rhythm

Speech perception typically takes place against a background of other speech or noise. The present study aims to investigate the effectiveness of segregating speech streams within a competing speech signal, examining whether cues such as pitch that typically denote a difference in talker behave in the same way as cues such as speaking rate that typically do not denote the presence of a new talker. Native English speakers listened to English target speech within English two-talker babble of a similar or different pitch and/or a similar or different speaking rate to identify whether mismatched properties between target speech and masker babble improve speech segregation. Additionally, Dutch and French masker babble was tested to identify whether an unknown language masker improves speech segregation capacity and whether the rhythm patterns of the unknown language modulate the improvement. Individual differences in selective attention were also measured to determine whether they can predict speech segregation ability. This study aims to increase the understanding of speech perception in a more ecologically valid context and to identify whether there is a link between a cue’s potential to denote a new speaker and its ability to aid in speech segregation during competing speech perception.

Individual Differences in Dealing With Classroom Noise Disturbances

ABSTRACTClassrooms are noisy: when children are engaged in solo work, they also hear background babble, noise from outdoor, and people moving around. Few studies investigating the effects of noise on academic tasks use naturalistic stimuli. Questions also remain regarding why some children are more impaired by noise than others. This study compared primary school children's performance at three academic tasks (text recall, reading comprehension, mathematics) in silence, and while hearing irrelevant verbal noise (storytelling, n = 33) or mixed noise (outdoor noise, movement, babble, n = 31). We found that noise does not impair overall performance. Children might use compensatory strategies (e.g., re‐reading) to reach the same level of performance in silence and noise. Individual differences in selective attention and working memory were not related to the impact of noise, with one exception: children with lower working memory were more impaired by noise when doing mathematics. Replication on a larger sample is needed.

Cognitive Factors in Elite Handball: Do Players' Positions Determine Their Cognitive Processes?

For an athlete to be successful at the professional level, he or she should be characterized by extraordinary preparation in four areas: physical, technical, cognitive (related to game strategy, perception, and decision-making), and emotional (coping, emotional control). This study aimed to determine the level of selected cognitive traits in handball players while considering their sports level and assigned position on the court. Fifty handball players participated in the study. Participants consisted of 35 national team players, six first-division players, and nine second-division players. There were no significant differences between players from the elite (national team) and the sub-elite (I and II divisions) group. The results identified major differences in selective attention and short-term memory between handball players assigned to different positions (goalkeepers, compared to players in other positions, had lower attention and short-term memory). Thus, it is possible to develop a more effective psychological training program. However, it must be remembered that the results showed great variability among handball players. With this in mind, individual differences should be taken into account when planning psychological interventions.

Individual differences in selective attention reveal the nonmonotonicity of visual spatial attention and its association with working memory capacity.

Visual spatial attention is typically thought to have a facilitatory effect on processing that monotonically decreases with the distance from the center of attention (Posner, 1980). Some studies suggest that the distribution of attention across space is nonmonotonic, with suppression around the target object (Cutzu & Tsotsos, 2003; Müller et al., 2005). We show in two flanker-task experiments that discrepancies in past work can be unified by a surround inhibition account in which the shape of the attentional distribution is determined by individual differences in selective attention. The distance from the target at which flanker interference was locally suppressed differed greatly among participants and correlated negatively with working memory capacity. The results suggest that attentional control modulates the breadth of the attentional distribution, constrained by limited cognitive capacity, to enhance target identification. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Supplemental Material for Individual Differences in Selective Attention Reveal the Nonmonotonicity of Visual Spatial Attention and Its Association With Working Memory Capacity

Supplemental Material for Individual Differences in Selective Attention Reveal the Nonmonotonicity of Visual Spatial Attention and Its Association With Working Memory Capacity

The Changes of Cognition in Teenagers after Playing Video Games

Recent studies have shown that video games alter cognition in teenagers, but it is unknown how teen cognition changes in the short-term directly after playing video games. This study measured the differences in selective attention, processing speed, sustained attention, and cognitive flexibility of video-game playing (VGP) adolescents at different time intervals after playing video games. Three different reasoning tests were used: the Paced Auditory Serial Addition Test (PASAT), the Sustained Attention to Response Task (SART), and the Stroop Task. A custom 250 question arithmetic test was also used, but was unable to uncover processing speed differences between VGPs after playing video games. All VGP participants in the study underwent reasoning tests before playing video games, played League of Legends (LoL)—known for its intensive use of spatial awareness, cognitive decision making, and working memory—for an hour, and then took reasoning tests once again at different times after having played LoL. This experiment affirms that video games create cognitive enhancement, though the experiment uncovered that VGP teens have worsened selective and sustained attention as time elapses after playing video games. Future research may want to extend the variable of time to test how video games affect attention or cognition by time in a longer term with a larger sample size.

Shifting attention between modalities: Revisiting the modality-shift effect in autism

Selective attention to a sensory modality has been observed experimentally in studies of the modality-shift effect – a relative performance benefit for targets preceded by a target in the same modality, compared to a different modality. Differences in selective attention are commonly observed in autism and we investigated whether exogenous (automatic) shift costs between modalities are increased. Autistic adults and neurotypical controls made speeded discrimination responses to simple visual, tactile and auditory targets. Shift costs were observed for each target modality in participant response times and were largest for auditory targets, reflective of fast responses on auditory repeat trials. Critically, shift costs were similar between the groups. However, integrating speed and accuracy data using drift-diffusion modelling revealed that shift costs in drift rates (reflecting the quality of information extracted from the stimulus) were reduced for autistic participants compared with neurotypicals. It may be that, unlike neurotypicals, there is little difference between attention within and between sensory modalities for autistic people. This finding also highlights the benefit of combining reaction time and accuracy data using decision models to better characterise selective attention in autism.

Speech-in-speech perception, nonverbal selective attention, and musical training.

Speech is more difficult to understand when it is presented concurrently with a distractor speech stream. One source of this difficulty is that competing speech can act as an attentional lure, requiring listeners to exert attentional control to ensure that attention does not drift away from the target. Stronger attentional control may enable listeners to more successfully ignore distracting speech, and so individual differences in selective attention may be one factor driving the ability to perceive speech in complex environments. However, the lack of a paradigm for measuring nonverbal sustained selective attention to sound has made this hypothesis difficult to test. Here we find that individuals who are better able to attend to a stream of tones and respond to occasional repeated sequences while ignoring a distractor tone stream are also better able to perceive speech masked by a single distractor talker. We also find that participants who have undergone more musical training show better performance on both verbal and nonverbal selective attention tasks, and this musician advantage is greater in older participants. This suggests that one source of a potential musician advantage for speech perception in complex environments may be experience or skill in directing and maintaining attention to a single auditory object. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Individual differences in selective attention and scanning dynamics influence children’s learning from relevant non-targets in a visual search task

Efficient selective attention is critical for engaging in task-oriented behavior but may also limit our processing of potentially meaningful, task-irrelevant details. Both older adults and younger children demonstrate poor selective attention skills but show increased processing of task-irrelevant information. This broader attention to non-targets can benefit learning among older adults when the non-target information is relevant to a primary learning goal. Although young children show similar patterns of attention to non-targets, it is unknown whether relevant non-targets similarly benefit their learning. This study examined the relationship between 4- to 8-year-old children’s selective attention skills and their learning from incidental exposure to relevant non-targets. In Experiment 1, children completed an incidental encoding phase, followed by a visual search task and then a final recognition memory task. During the search task, participants identified a target within arrays containing 0, 5, 10, or 15 non-targets. Half of the images from the encoding phase appeared in the search as “relevant” non-targets, whereas the remainder never appeared during the search task. Participants showed better memory for images presented as relevant non-targets. However, children showed the largest memory benefit when efficient selective attention allowed for increased scanning of the relevant non-targets after target detection. Experiment 2 confirmed that children showed similarly efficient selective attention skills but no longer showed enhanced learning when they could not scan relevant non-targets following target detection. These results suggest that children’s incidental learning from relevant non-targets is an active process that depends on how children use selective attention to engage in effective information gathering.

Selective attention to the mouth is associated with expressive language skills in monolingual and bilingual infants

Infants increasingly attend to the mouths of others during the latter half of the first postnatal year, and individual differences in selective attention to talking mouths during infancy predict verbal skills during toddlerhood. There is some evidence suggesting that trajectories in mouth-looking vary by early language environment, in particular monolingual or bilingual language exposure, which may have differential consequences in developing sensitivity to the communicative and social affordances of the face. Here, we evaluated whether 6- to 12-month-olds’ mouth-looking is related to skills associated with concurrent social communicative development—including early language functioning and emotion discriminability. We found that attention to the mouth of a talking face increased with age but that mouth-looking was more strongly associated with concurrent expressive language skills than chronological age for both monolingual and bilingual infants. Mouth-looking was not related to emotion discrimination. These data suggest that selective attention to a talking mouth may be one important mechanism by which infants learn language regardless of home language environment.

Selective Attention, Schizotypy and Age: A Meta-Analysis

The current study was a meta-analysis that examined differences in selective attention as a function of age, schizotypy and gender. The particular effect examined, negative priming (Tipper, 1985), was the increased response latency for previously ignored information. Results demonstrated that age, schizotypy, and gender all moderated the negative priming effect. The effects of age were the clearest: younger adults showed a stronger negative priming than older adults. The specific effects of schizotypy and gender were less clear. However, results suggested the following: males show stronger negative priming than women, and adults scoring low on a schizotypy show stronger effects than those scoring high.

5-HTTLPR polymorphism is linked to neural mechanisms of selective attention in preschoolers from lower socioeconomic status backgrounds

While a growing body of research has identified experiential factors associated with differences in selective attention, relatively little is known about the contribution of genetic factors to the skill of sustained selective attention, especially in early childhood. Here, we assessed the association between the serotonin transporter linked polymorphic region (5-HTTLPR) genotypes and the neural mechanisms of selective attention in young children from lower socioeconomic status (SES) backgrounds. Event-related potentials (ERPs) were recorded during a dichotic listening task from 121 children (76 females, aged 40–67 months), who were also genotyped for the short and long allele of 5-HTTLPR. The effect of selective attention was measured as the difference in ERP mean amplitudes elicited by identical probe stimuli embedded in stories when they were attended versus unattended. Compared to children homozygous for the long allele, children who carried at least one copy of the short allele showed larger effects of selective attention on neural processing. These findings link the short allele of the 5-HTTLPR to enhanced neural mechanisms of selective attention and lay the groundwork for future studies of gene-by-environment interactions in the context of key cognitive skills.

The functional activity and effective connectivity of pulvinar are modulated by individual differences in threat-related attentional bias.

The pulvinar is important in selective attention, particularly to visual stimuli under the focus of attention. However, the pulvinar is assumed to process emotional stimuli even outside the focus of attention, because of its tight connection with the amygdala. We therefore investigated how unattended emotional stimuli affect the pulvinar and its effective connectivity (EC) while considering individual differences in selective attention. fMRI in 41 healthy human subjects revealed that the amygdala, but not the pulvinar, more strongly responded to unattended fearful faces than to unattended neutral faces (UF > UN), although we observed greater EC from the pulvinar to the amygdala. Interestingly, individuals with biased attention toward threat (i.e., attentional bias) showed significantly increased activity (UF > UN) and reduced grey matter volume in the pulvinar. These individuals also exhibited stronger EC from the pulvinar to the attention-related frontoparietal network (FPN), whereas individuals with greater attentional control showed more enhanced EC from the pulvinar to the amygdala, but not the FPN (UF > UN). The pulvinar may filter unattended emotional stimuli whose sensitivity depends on individual threat-related attentional bias. The connectivity patterns of the pulvinar may thus be determined based on individual differences in threat-related attentional bias and attentional control.

Individual differences in selective attention predict speech identification at a cocktail party.

Listeners with normal hearing show considerable individual differences in speech understanding when competing speakers are present, as in a crowded restaurant. Here, we show that one source of this variance are individual differences in the ability to focus selective attention on a target stimulus in the presence of distractors. In 50 young normal-hearing listeners, the performance in tasks measuring auditory and visual selective attention was associated with sentence identification in the presence of spatially separated competing speakers. Together, the measures of selective attention explained a similar proportion of variance as the binaural sensitivity for the acoustic temporal fine structure. Working memory span, age, and audiometric thresholds showed no significant association with speech understanding. These results suggest that a reduced ability to focus attention on a target is one reason why some listeners with normal hearing sensitivity have difficulty communicating in situations with background noise.

Subgenual Cingulum Microstructure Supports Control of Emotional Conflict.

Major depressive disorder (MDD) is associated with specific difficulties in attentional disengagement from negatively valenced material. Diffusion MRI studies have demonstrated altered white matter microstructure in the subgenual cingulum bundle (CB) in individuals with MDD, though the functional significance of these alterations has not been examined formally. This study explored whether individual differences in selective attention to negatively valenced stimuli are related to interindividual differences in subgenual CB microstructure. Forty-six individuals (21 with remitted MDD, 25 never depressed) completed an emotional Stroop task, using happy and angry distractor faces overlaid by pleasant or unpleasant target words and a control gender-based Stroop task. CBs were reconstructed in 38 individuals using diffusion-weighted imaging and tractography, and mean fractional anisotropy (FA) computed for the subgenual, retrosplenial, and parahippocampal subdivisions. No significant correlations were found between FA and performance in the control gender-based Stroop task in any CB region. However, the degree of interference produced by angry face distractors on time to identify pleasant words (emotional conflict) correlated selectively with FA in the subgenual CB (r = −0.53; P = 0.01). Higher FA was associated with reduced interference, irrespective of a diagnosis of MDD, suggesting that subgenual CB microstructure is functionally relevant for regulating attentional bias toward negative interpersonal stimuli.