Individual Differences In Attention Research Articles

Individual differences in attention and working memory modulate the process of tone merging: evidence from Macau Cantonese

Cognitive functions, including attention and working memory, have been recognized to be associated with tone processing. However, it remains unclear how these cognitive functions might modulate the process of tone merging. In Macau Cantonese, three pairs of tones are currently undergoing or have completed merging, exhibiting different rates and ranges of merging within the speech community, providing a valuable opportunity to investigate this issue. Through a perception task, a production task, and a series of cognitive function tasks, we examined differences in cognitive performances among individuals distinguishing different tone pairs and explored the correlations between various indices of tone processing and cognitive functions. The results revealed that the completed merging of the T2–T5 pair showed no significant correlation with cognitive functions in perception and production. The T3–T6 pair, with an intermediate merging speed, exhibited a significant positive correlation between cognitive functions and both their perception and production. In contrast, the T4–T6 pair, characterized by a slower merging speed, showed a correlation only in the perception modality. Our findings suggested that cognitive functions affect tones at different stages of the merging process, influencing their perception and production in distinct ways. The results provide a novel perspective on the origin of tonal variation and the relationship between perception and production.

EEG resting state alpha dynamics predict an individual’s vulnerability to auditory hallucinations

AbstractTask-free brain activity exhibits spontaneous fluctuations between functional states, characterized by synchronized activation patterns in distributed resting-state (RS) brain networks. The temporal dynamics of the networks’ electrophysiological signatures reflect individual variations in brain activity and connectivity linked to mental states and cognitive functions and can predict or monitor vulnerability to develop psychiatric or neurological disorders. In particular, RS alpha fluctuations modulate perceptual sensitivity, attentional shifts, and cognitive control, and could therefore reflect a neural correlate of increased vulnerability to sensory distortions, including the proneness to hallucinatory experiences. We recorded 5 min of RS EEG from 33 non-clinical individuals varying in hallucination proneness (HP) to investigate links between task-free alpha dynamics and vulnerability to hallucinations. To this end, we used a dynamic brain state allocation method to identify five recurrent alpha states together with their spatiotemporal dynamics and most active brain areas through source reconstruction. The dynamical features of a state marked by activation in somatosensory, auditory, and posterior default-mode network areas predicted auditory and auditory-verbal HP, but not general HP, such that individuals with higher vulnerability to auditory hallucinations spent more time in this state. The temporal dynamics of spontaneous alpha activity might reflect individual differences in attention to internally generated sensory events and altered auditory perceptual sensitivity. Altered RS alpha dynamics could therefore instantiate a neural marker of increased vulnerability to auditory hallucinations.

Real-time monitoring of infant theta power during naturalistic social experiences

Infant-directed speech and direct gaze are important social cues that shape infant’s attention to their parents. Traditional methods for probing their effect on infant attention involve a small number of pre-selected screen-based stimuli, which do not capture the complexity of real-world interactions. Here, we used neuroadaptive Bayesian Optimization (NBO) to search a large ‘space’ of different naturalistic social experiences that systematically varied in their visual (gaze direct to averted) and auditory properties (infant directed speech to nonvocal sounds). We measured oscillatory brain responses (relative theta power) during episodes of naturalistic social experiences in 57 typically developing 6- to 12-month-old infants. Relative theta power was used as input to the NBO algorithm to identify the naturalistic social context that maximally elicited attention in each individual infant. Results showed that individual infants were heterogeneous in the stimulus that elicited maximal theta with no overall stronger attention for direct gaze or infant-directed speech; however, individual differences in attention towards averted gaze were related to interpersonal skills and greater likelihood of preferring speech and direct gaze was observed in infants whose parents showed more positive affect. Our work indicates NBO may be a fruitful method for probing the role of distinct social cues in eliciting attention in naturalistic social contexts at the individual level.

Put you in the problem: Effects of self-pronouns on mathematical problem-solving.

Self-cues such as personal pronouns are known to elicit processing biases, such as attention capture and prioritisation in working memory. This may impact the performance of tasks that have a high attentional load like mathematical problem-solving. Here, we compared the speed and accuracy with which children solved numerical problems that included either the self-cue "you," or a different character name. First, we piloted a self-referencing manipulation with N = 52, 7 to 11 year-olds, testing performance on addition and subtraction problems that had either a single referent ("You"/"Sam") or more than one referent. We took into account operation and positioning of the pronoun and also measured performance on attention and working memory tasks. We found a robust accuracy advantage for problems that included "you," regardless of how many characters were included. The accuracy advantage for problems with a self-pronoun was not statistically associated with individual differences in attention or working memory. In our main study (9 to 11 year-olds, N = 144), we manipulated problem difficulty by creating consistently and inconsistently worded addition and subtraction problems. We found significantly higher speed and accuracy for problems that included "you." However, this effect varied by task difficulty, with the self-pronoun effect being strongest in the most difficult inconsistently worded, subtraction problems. The advantage of problems with a self-pronoun was not associated with individual differences in working memory. These findings suggest that self-cues like the pronoun "you" can be usefully applied in numerical processing tasks, an effect that may be attributable to the effects of self-cues on attention.

Infant distractibility from social events mediates the relation between maternal responsiveness and infant language outcomes

Research demonstrates that contingent and appropriate maternal responsiveness to infant requests and bids for attention leads to better language outcomes. Research also indicates that infants who are less distracted by irrelevant competing stimulation and attend efficiently to audiovisual social events (e.g., faces and voices) show better language outcomes. However, few studies have assessed relations between maternal responsiveness, infant attention to faces and voices, and distractibility, and how together these factors lead to early language outcomes. A newly developed audiovisual protocol, the Multisensory Attention Assessment Protocol (MAAP; Bahrick et al., 2018), allows researchers to examine individual differences in attention to faces and voices and distractibility, and to assess relations with other variables. At 12 months, infants (n = 79) in an ongoing longitudinal study participated in the MAAP to assess intersensory matching of synchronous faces and voices and attention to an irrelevant competing visual distractor event. They also were observed in a brief play interaction to assess infant bids for attention and maternal responsiveness (accept, redirect, or ignore). At 18 months, receptive and expressive language were assessed using the Mullen Scales of Early Learning. Several noteworthy findings emerged: 1) mothers were generally responsive, accepting 74% and redirecting 14% of infant bids, 2) infants who had a greater number of their bids redirected by mothers, and who had better intersensory matching of synchronous faces and voices, showed less attention to the distractor, and 3) infants who showed less attention to the distractor had better receptive language. Findings demonstrate that maternal redirecting of infant attention by mothers who are generally responsive may promote better infant attentional control (lower distractibility) which in turn predicts better receptive language in toddlers.

The continuum of attention dysfunction: Evidence from dynamic functional network connectivity analysis in neurotypical adolescents.

The question of whether attention-related disorders such as attention-deficit/hyperactivity disorder (ADHD) are best understood as clinical categories or as extreme ends of a spectrum is an ongoing debate. Assessing individuals with varying degrees of attention problems and utilizing novel methodologies to assess relationships between attention and brain activity may provide key information to support the spectrum hypothesis. We scanned 91 neurotypical adolescents during rest using functional magnetic resonance imaging. We conducted static and dynamic functional network connectivity (FNC) analysis and correlated findings to behavioral metrics of ADHD, attention problems, and impulsivity. We found that dynamic FNC analysis detects significant differences in large-scale neural connectivity as a function of individual differences in attention and impulsivity that are obscured in static analysis. We show ADHD manifestations and attention problems are associated with diminished Salience Network-centered FNC and that ADHD manifestations and impulsivity are associated with prolonged periods of dynamically hyperconnected states. Importantly, our meta-state analysis results reveal a relationship between ADHD manifestations and exhibiting variable and volatile dynamic behavior such as changing meta-states more often and traveling over a greater dynamic range. These findings in non-clinical adolescents provide support for the continuum model of attention disorders.

Distinctive patterns of Multiple Object-Tracking performance trajectories in youth with deficits in attention, learning, and intelligence

There is a significant overlap in symptomology between individuals with deficits in attention and learning, which is explained by the co-dependent dynamic between the two cognitive constructs. Within this dynamic, attentional resources are allocated to salient stimuli while learning mechanisms distinguish relevant from irrelevant information. Moreover, individuals with deficits in higher-order cognition (i.e., intelligence) can demonstrate difficulties in attention and learning. The Multiple Object-Tracking (MOT) task is a sensitive and versatile measure of attention that has characterized individual differences in attention as a function of higher-order cognition. Exploiting the traditional MOT task’s ability to characterize the allocation of attentional resources to task demands, the current study compared learning exhibited on an attention-based task across neurodevelopmental conditions defined by deficits in attention (attention-deficit/hyperactivity disorder; ADHD), learning (specific learning disorder; SLD), and intelligence (intellectual developmental disorder; IDD). Children and adolescents (N = 101) completed 15 sessions on a Multiple Object-Tracking (MOT) task where performance trajectories were analyzed using latent growth curve modeling and conditioned by the presence of ADHD, SLD, or IDD while controlling for performance on a separate measure of attention, age, and sex. The sample, characterized by below-average IQ and problematic levels of attention, exhibited an effect of learning on MOT. However, individuals with an IDD diagnosis demonstrated decreased baseline MOT capability while ADHD and SLD profiles exhibited decreased slopes, relative to other neurodevelopmental conditions. Taken together, the results demonstrate distinct linear performance trajectories between neurodevelopmental conditions defined by deficits in attention, learning, and intelligence. The current study provides additional evidence to repurpose the traditional MOT task as a descriptor of attention and discusses alternative uses for the paradigm. Overall, these results suggest an eclectic approach that considers attention, learning, and higher-order cognition when diagnosing ADHD, SLD, or IDD.

Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation

AbstractWe examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading‐to‐writing versus listening‐to‐writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short‐ and long‐term learning (producing more passives in immediate and 1‐week delayed posttests relative to pretests). Both groups showed immediate priming and short‐ and long‐term learning, although L2 speakers produced more passives with immediate priming and showed greater long‐term learning. Learning was unaffected by modality, but immediate priming was greatest in the listening‐to‐writing condition across groups. Individual differences in attention and motivation did not influence priming or learning. Thus, syntactic priming fosters long‐term L2 learning regardless of input modality, but participants may be sensitive to the frequency of passives in spoken versus written language during immediate priming.

Does Attention to One’s Own Emotion Relate to the Emotional Interpretation of Other People’s Faces?

Do individual differences in attention to one’s own emotion relate to the way individuals interpret emotion in other people? For example, although the accuracy has been debated, people’s facial expressions are often perceived as providing information about their emotional state. Previous research on individual differences in attention to emotion has mostly looked at how individuals categorize the emotions they believe other people to have or to the extent to which individuals have dysregulated attention to emotional information. However, less is known about other facets of emotional interpretation such as perceptions of emotional intensity and genuineness. One hypothesis, suggested by previous literature on categorization, is that higher attention to one’s own emotion may result in greater differentiation of the cues perceived to relate to emotional intensity and genuineness. On the other hand, previous research on dysregulated attention to emotion suggests a second possibility: higher attention to emotion might instead result in heightened weighting of facial expressions which tend to be perceived to indicate emotional intensity and genuineness. Across two studies, participants rated their perception of emotional intensity in facial expressions and their perception of genuineness in Duchenne and non-Duchenne smiles. Contrary to both hypotheses, attention to emotion did not significantly relate to perceived emotional intensity or genuineness (Study 1). Furthermore, whereas an exploratory test suggested a significant relation between attention to emotion and the average perceived intensity of different emotion categories (Study 1), the relation was not significant in a conceptual replication study (Study 2). The current research highlights the possibility that future research may benefit from explorations of an expanded range of biased perceptions of facial expressions in relation to individual differences in attention to emotion.

Sources of Cognitive Conflict and Their Relevance to Theory-of-Mind Proficiency in Healthy Aging: A Preregistered Study

Age-related decline in theory of mind (ToM) may be due to waning executive control, which is necessary for resolving conflict when reasoning about other individuals’ mental states. We assessed how older (n = 50) and younger (n = 50) adults were affected by three theoretically relevant sources of conflict within ToM: competing self-other perspectives, competing cued locations, and outcome knowledge. We examined which best accounted for age-related difficulty with ToM. Our data show unexpected similarity between age groups when people are representing a belief incongruent with their own. Individual differences in attention and response speed best explained the degree of conflict experienced through incompatible self-other perspectives. However, older adults were disproportionately affected by managing conflict between cued locations. Age and spatial working memory were most relevant for predicting the magnitude of conflict elicited by conflicting cued locations. We suggest that previous studies may have underestimated older adults’ ToM proficiency by including unnecessary conflict in ToM tasks.

Why do I feel what I feel? Examining individual differences in meta-mood knowledge as a moderator of the relationship between anxiety and depression in adolescents

The aim of this study is to analyze whether dimensions of meta-mood knowledge (i.e., attention to emotion and emotional clarity) moderate the relationship between anxiety and depression. A sample of 258 adolescents aged 12 to 18 years (M = 14.6, SD = 1.7, 54.5% girls) was examined to investigate the moderating role of attention to emotion and emotional clarity on the relationship between anxiety and depression. A regression-based moderation analysis controlling for age, gender, and socioeconomic status was conducted. The results showed that attention to emotion and emotional clarity moderated the relationship between anxiety and depression. Moreover, the positive relationship between anxiety and depression was statistically significant in all cases (i.e., high attention and low clarity: b = 0.362, p < .001, low attention and low clarity: b = 0.184, p < .001; high attention and high clarity: b = 0.183, p = .001), with one exception (i.e., low attention and high clarity: b = 0.004, p = .929). This study highlights the importance of understanding individual differences in attention to emotion and emotional clarity in order to benefit more from treatments and prevention programs that incorporate emotional self-awareness as an active component.

Attention to emotion and reliance on feelings in decision-making: Variations on a pleasure principle

Individuals are thought to differ in the extent to which they attend to and value their feelings, as captured by the construct of attention to emotion. The well-being correlates of attention to emotion have been extensively studied, but the decision-making correlates have not been. A three study program of research (total N = 328) sought to examine relationships between stimulus-specific feelings and decisions concerning those stimuli in the context of high levels of within-subject power. Evidence for the pleasure principle was robust, in that individuals placed a virtual self closer to stimuli that they found more pleasant (Study 1) and they wished to re-view such stimuli more frequently (Studies 2 & 3). These relationships, however, were more pronounced at higher levels of attention to emotion. The findings affirm the importance of feelings in decision-making while highlighting ways in which individual differences in attention to emotion operate.

Individual Differences in Attention and Intelligence: A United Cognitive/Psychometric Approach.

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence (g). According to POT, g does not reflect a general cognitive ability. Instead, g is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are sampled in an overlapping manner across a battery of intelligence tests. POT explains several benchmark findings on human intelligence. However, the precise nature of the executive attention processes underlying g remains unclear. In the current paper, we discuss challenges associated with building a theory of individual differences in attention and intelligence. We argue that the conflation of psychological theories and statistical models, as well as problematic inferences based on latent variables, impedes research progress and prevents theory building. Two studies designed to illustrate the unique features of POT relative to previous approaches are presented. In Study 1, a simulation is presented to illustrate precisely how POT accounts for the relationship between executive attention processes and g. In Study 2, three datasets from previous studies are reanalyzed (N = 243, N = 234, N = 945) and reveal a discrepancy between the POT simulated model and the unity/diversity model of executive function. We suggest that this discrepancy is largely due to methodological problems in previous studies but also reflects different goals of research on individual differences in attention. The unity/diversity model is designed to facilitate research on executive function and dysfunction associated with cognitive and neural development and disease. POT is uniquely suited to guide and facilitate research on individual differences in cognitive ability and the investigation of executive attention processes underlying g.

Effects of Individual Differences, Attention, and Memory Deficits on Driver Distraction

The current study was designed to empirically examine the effects of individual differences in attention and memory deficits on driver distraction. Forty-eight participants consisting of 37 non-ADHD and 11 ADHD drivers were tested in a medium fidelity GE-ISIM driving simulator. All participants took part in a series of simulated driving scenarios involving both high and low traffic conditions in conjunction with completing a 20-Questions task either by text- message or phone-call. Measures of UFOV, simulated driving, heart rate variability, and subjective (NASA TLX) workload performance were recorded for each of the experimental tasks. It was hypothesized that ADHD diagnosis, type of cellular distraction, and traffic density would affect driving performance as measured by driving performance, workload assessment, and physiological measures. Preliminary results indicated that ADHD diagnosis, type of cellular distraction, and traffic density affected the performance of the secondary task. These results provide further evidence for the deleterious effects of cellphone use on driver distraction, especially for drivers who are diagnosed with attention-deficit and memory capacity deficits. Theoretical and practical implications are discussed, and directions for future research are also presented.

Variation in attention at encoding: Insights from pupillometry and eye gaze fixations.

In 2 experiments, eye-tracking was used to examine individual differences in attention during encoding and their relation to associative learning. Pupillary responses were used as an indicator of the amount of attention devoted to items, whereas eye fixations provided a means of assessing attentional focus among items within each to-be-remembered word pair. In both experiments, participants performed a paired associates (PA) cued recall task while pupil diameter and eye fixations were simultaneously recorded. Results from Experiment 1 revealed that larger pupillary responses at encoding, as well as more alternating fixations between the Cue and Target items for each word pair (i.e., switches), was associated with increased learning ability. Critically, while Experiment 2 revealed that effective strategy use partially accounted for the relationship between pupillary responses and PA recall accuracy, pupillary responses still explained unique variance in PA recall accuracy-a result that held even when controlling for the influence of working memory capacity and long-term memory ability. Collectively, the results suggest attentional abilities at encoding are vital for successful learning. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Noradrenergic responsiveness supports selective attention across the adult lifespan

AbstractBackgroundTheories of healthy and pathological aging assume a critical role of the locus coeruleus (LC), the main cortical norepinephrine (NE) supply, in shaping late‐life cognition. Postmortem analyses identified the LC as one of the first brain sites that accumulates tau pathology. However, in‐vivo research linking the noradrenergic system to senescent cognitive decline in humans is rare.Here we used a multimodal assessment to investigate whether individual differences in attention are related to the noradrenergic system.MethodIn younger (n = 39) and older adults (n = 38) we applied fear conditioning, an experimental manipulation known to modulate arousal‐related noradrenergic drive. Concurrently, we assessed pupil dilation, a non‐invasive proxy for noradrenergic activity, and the electroencephalogram (EEG) as indicators for successful NE manipulation. Reliable pupil and EEG signatures associated with elevated LC‐NE activity were identified in repeated conditioning sessions. We further evaluated participants’ general attention ability using a multimodal cognitive assessment. During one of the attention tasks (dichotic listening), fear‐conditioned (CS+) or perceptually matched control stimuli (CS–) were presented on a trial‐by‐trial basis to dynamically modulate arousal‐related noradrenergic drive.ResultRelative to younger adults, older adults demonstrated compromised performance across a variety of attention tasks. On a physiological level, presentation of fear‐conditioned stimuli during dichotic listening reinstated the acquired arousal response. Relative to control stimuli (CS–), conditioned stimuli (CS+) induced a multimodal response, consisting of pupil dilation and EEG desynchronization. Crucially, greater pupil dilation in response to the CS+ was associated with a stronger transient alpha–beta desynchronization (9–30 Hz), indicating a common dependence on phasic NE release. Using structural equation modeling, we integrated over EEG desynchronization and pupil dilation markers to derive a single index reflecting the responsiveness of the noradrenergic system to arousing stimuli. Combining behavioral and physiological data, we observed that a more responsive noradrenergic system was associated with better performance across attention tasks. Finally, we found that older age is associated with lower pupil‐ and EEG‐indexed noradrenergic responsiveness.ConclusionTaken together, our findings indicate that (1) noradrenergic neuromodulation dynamically sculpts low frequency oscillatory dynamics in posterior brain areas and (2) this interaction supports attention across the lifespan.

Individual differences in visual attention: a short, reliable, open source, and multilingual test of multiple object tracking in PsychoPy

Individual differences in attentional abilities provide an interesting approach in studying visual attention as well as the relation of attention to other psychometric measures. However, recent research has demonstrated that many tasks from experimental research are not suitable for individual differences research, as they fail to capture these differences reliably. Here, we provide a test for individual differences in visual attention which relies on the multiple object tracking task (MOT). This test captures individual differences reliably in 6 to 15 min. Within the task, the participants have to maintain a set of targets (among identical distractors) across an interval of object motion. It captures the efficiency of attentional deployment. Importantly, this test was explicitly designed and tested for reliability under conditions that match those of most laboratory research (restricted sample of students, approximately n = 50). The test is free to use and runs fully under open-source software. In order to facilitate the application of the test, we have translated it into 16 common languages (Chinese, Danish, Dutch, English, Finnish, French, German, Italian, Japanese, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish, and Turkish). The test can be downloaded at https://osf.io/qy6nb/ . We hope that this MOT test supports researchers whose field of study requires capturing individual differences in visual attention reliably.

Individual differences in visual attention: A short, reliable, open-source, and multilingual test of multiple object tracking in PsychoPy.

Individual differences in attentional abilities provide an interesting approach in studying visual attention as well as the relation of attention to other psychometric measures. However, recent research has demonstrated that many tasks from experimental research are not suitable for individual differences research, as they fail to capture these differences reliably. Here, we provide a test for individual differences in visual attention which relies on the multiple object tracking task (MOT). This test captures individual differences reliably in 6 to 15 min. Within the task, the participants have to maintain a set of targets (among identical distractors) across an interval of object motion. It captures the efficiency of attentional deployment. Importantly, this test was explicitly designed and tested for reliability under conditions that match those of most laboratory research (restricted sample of students, approximately n = 50). The test is free to use and runs fully under open-source software. In order to facilitate the application of the test, we have translated it into 16 common languages (Chinese, Danish, Dutch, English, Finnish, French, German, Italian, Japanese, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish, and Turkish). The test can be downloaded at https://osf.io/qy6nb/ . We hope that this MOT test supports researchers whose field of study requires capturing individual differences in visual attention reliably.

Moderating effects of visual attention and action video game play on perceptual learning with the texture discrimination task

There is currently substantial controversy regarding the reliability of observed patterns of perceptual learning. Contributing to this controversy are a lack of accounting for individual differences and how variations in training can give rise to different patterns of learning. Here we sought to investigate the impact of individual differences in attention, as measured with the Useful Field of View (UFOV) task, and action video game use on perceptual learning in a large sample of subjects trained on a Texture Discrimination Task (TDT). We examined baseline performance on the TDT, learning on the initially trained TDT stimuli and transfer to a subsequently trained background orientation. We find that participants showing better performance on the UFOV task performed better on the TDT, and also showed greater learning and transfer to an untrained background orientation. On the other hand, self-report of action video game play only inconsistently related performance, learning or transfer on the TDT. Further, we failed to replicate previous findings that training with different backgrounds gives rise to interference on the TDT. Together these results suggest that, while differences between individuals and differences in task structure play a role in perceptual learning, previous findings on the impact of action video game use and interference between training stimuli in perceptual learning may be idiosyncratic.

The relationship between dispositional attention to feelings and visual attention to emotion

Attention to feelings is a core dimension of individual differences in the perception of one's emotions. It concerns the frequency with which own emotions are attended to. The aim of the present eye-tracking investigation was to examine the relationship of dispositional attention to feelings with early and late attentional processes in the visual perception of emotional information. Attentional orientation was assessed in a sample of healthy women (N = 91) using eye-tracking during a free viewing task in which images with positive, negative and neutral content were shown simultaneously. Pictures were taken from the Besançon Affective Picture Set. State and trait affect, depression, and intelligence of participants were controlled. In our sample, attention to feelings was not related to positive affect, negative affect, depression or intelligence. Attention to feelings was negatively correlated with entry times for all emotional picture types. Moreover, attention to feelings was positively correlated with dwell time on positive images and negatively correlated with dwell time on neutral images. Our data indicate that devoting habitually attention to one's feelings is linked to an enhanced initial orientation of attention towards emotional scenes, irrespective of affective valence. Dispositional attention to feelings might also be associated with an attentional preference for emotional over neutral visual stimuli. The present findings on general individual differences in attention to feelings could have important implications for future clinical research on attentional biases.