Levels Of Attentional Control Research Articles

The Role of Attentional Control in Mindfulness Intervention for Emotional Distress: A Randomized Controlled Trial With Longitudinal Mediation Analyses.

This study aimed to investigate whether attentional control serves as a mediator for mindfulness-based interventions for emotional distress, utilizing a randomized waitlist (WL)-controlled design. A total of 498 participants with high emotional distress was recruited online and randomly assigned to a 49-day online Mindfulness Intervention for Emotional Distress (MIED) group (N = 249) or a WL control group (N = 249). Levels of attentional control, anxiety and depression were assessed at baseline (T0), Week 3 (T3), Week 5 (T5) and Week 7 (postintervention, T7). Linear mixed models revealed significant Group-by-Time interaction effects for attentional control (p < 0.001), anxiety (p < 0.001) and depression (p < 0.05). Latent growth curve analyses demonstrated a significant increase in attentional control and a decrease in anxiety and depression levels during the MIED programme. These changes becoming evident starting Week 3. Longitudinal mediation analyses revealed that the slope of attentional control significantly mediated the effects of the MIED programme on the slope of anxiety and depression levels. Further, attentional control level at Week 3 significantly mediates the effect of MIED programme on anxiety and depression levels at Weeks 5 and 7. Similarly, attentional control level at Week 5 significantly mediates the MIED programme's effects on anxiety and depression levels at Week 7. The present trial provides evidence suggesting that mindfulness interventions may alleviate emotional distress through the enhancement of attentional control. Chinese Clinical Trial Registry number: ChiCTR2200064140.

Effects of Attentional Control on Gait and Inter-Joint Coordination During Dual-Task Walking.

In the process of walking, attentional resources are flexibly allocated to deal with varying environmental constraints correlated with attentional control (AC). A dual-task paradigm was used to investigate the effects of AC on gait and inter-joint coordination. Fifty students volunteered to participate in this study. Based on the reaction time (RT) in the Stroop task, the top 15 participants were assigned to the High Attentional Control (HAC) group, while the last 15 participants were assigned to the Low Attentional Control (LAC) group. The participants in the two groups were randomly asked to perform three tasks: (i) single 2-back working memory task (ST 2-back); (ii) single walking task (ST walking); and (iii) dual task (DT). Cognitive outcomes and gait spatiotemporal parameters were measured. Continuous relative phase (CRP), derived from phase angles of two adjacent joints, was used to assess inter-joint coordination. The LAC group exhibited significant task effects regarding RT, correct rate (CR), step width, gait cycle, step time, forefoot contact times, heel-forefoot times, hip-knee mean absolute relative phase (MARP), and deviation phase (DP) in the stance and swing phases (p < 0.05). In the HAC group, significant task effects were only detected in RT and foot progression angle of the left foot (p < 0.05). Under the three task conditions, the LAC group exhibited a higher CR in ST, longer heel contact times, and longer heel-forefoot times when compared with the LAC group (p < 0.05). Compared with the LAC group, the HAC group exhibited significantly smaller (closer to zero) MARP and weaker hip-knee DP values in the swing phase across all gait conditions (p < 0.05). In the stance phase, the HAC group had smaller MARP (closer to zero) values when compared with the LAC group (p < 0.05). In conclusion, the ability to maintain gait control and modulate inter-joint coordination patterns in young adults is affected by the level of attentional control in accommodating gait disturbances. AC is correlated with the performance of motor control, which theoretically supports the competitive selection of athletes and fall prevention strategies for a specific population.

Internalizing Problems and Attentional Control

Abstract. Individuals with internalizing problems differ in levels of attentional control (AC), and this heterogeneity could be associated with differences in autonomic arousal. The present study investigated whether AC moderated the effect of internalizing problems on self-reported experience and autonomic nervous system (ANS) responses after the induction of negative affect. Children aged 9–13 years were recruited into a patient group (29) and a healthy control group (25). AC was measured by the Early Adolescent Temperament Questionnaire. Heart rate, heart rate variability (HRV) and pre-ejection period (PEP) were recorded during baseline, a sad film clip and recovery, and analyzed using a marginal linear model. Children reported their experienced emotion, valence, and arousal in response to the film. A significant interaction effect showed increased HRV and longer PEP from baseline to recovery for patients with higher AC. Patients with lower AC showed increased HRV followed by a return to baseline values after the film clip and no significant changes in PEP. Healthy controls showed no significant changes in HRV or PEP independent of level of AC. There were no differences between groups in self-reported experience. The results indicate that AC moderated the effect of internalizing problems on ANS regulation. Increased HRV and longer PEP from baseline to recovery were uniquely associated with higher AC and internalizing problems. This physiological response might indicate a cognitive avoidance strategy. AC could be an important factor explaining heterogeneity in ANS activity among individuals with internalizing problems. Clinical implications of the present findings are discussed.

DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?

Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, &amp; Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, &amp; Hogan, 2012), with the activation of active thinking (Louis &amp; Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive). However, the contents of reflective practice have to be guided with personalised feedbacks by the instructors to foster the quality of reflective practice. The instructor has to be catered with the structured rubric of evaluation to provide professional feedback to the student's reflective writing. Therefore, in this study, each reflective writing produced by the student was evaluated based on five categories of the reflective style produced by Bruno &amp; Gilardi (2014).

Working memory treatment in aphasia: A theoretical and quantitative review

Working memory (WM) is a frequent and long-lasting deficit in patients with aphasia. Progress has been made in our understanding of the nature of WM impairment, by considering deficits at the level of maintenance of item and serial order information (short-term memory), deficits at the level of attentional control, and their complex interactions with language impairment. However, WM treatment studies in aphasic patients remain scarce. This theoretical and quantitative review of 15 single-case treatment studies (24 patients) reveals that WM treatment in aphasic patients is associated with robust near transfer effects and smaller far transfer effects. WM treatment can also raise verbal WM capacity to normal range performance levels. The specificity of WM treatment is more difficult to establish as control tasks/treatments are associated with treatment effects of comparable size as far transfer effects. Existing treatments cover phonological maintenance and control of attention components of WM but do not target difficulties at the level of item interference or serial order processing. In order to improve the specificity of WM treatments, future studies should define WM impairment and treatment targets in a more precise and theoretically informed manner. Also, although the vast majority of reviewed studies meet minimal methodological requirements for single case experimental designs, the use of a larger number of baseline, treatment and control measures is recommended. Finally, publication of treatment studies with negative outcomes should be encouraged as it is currently difficult to estimate the impact of publication bias on observed treatment effects. • Small number of working memory treatment studies in aphasia. • Mostly single case or case series studies. • Robust treatment effect sizes but suboptimal specificity. • Normal range working memory performance after treatment. • Need for theoretically informed assessment and treatment protocols.

Linking attentional control and PTSD symptom severity: the role of rumination

Although deficits in attentional control have been linked to posttraumatic stress disorder (PTSD), the mechanism that may account for this association has not been fully elucidated. The present study examined rumination as a mediator of the relationship between attentional control and PTSD symptoms. Veterans with PTSD and trauma-exposed veterans without PTSD completed measures of attentional control, rumination, and PTSD symptom severity. As predicted, the findings showed that veterans with PTSD reported significantly lower levels of attentional control than veterans without PTSD. Veterans with PTSD also reported significantly higher levels of rumination than veterans without PTSD. Subsequent analysis of the total sample revealed that the relationship between attentional control and PTSD symptom severity was accounted for by excessive rumination. Attentional control may contribute to PTSD symptoms through excessive rumination. Attentional control and rumination may be important targets for PTSD interventions.

A diffusion model approach to analyzing bilingual older adults’ performance on the Flanker task: The role of left DLPFC

A diffusion model approach to analyzing bilingual older adults’ performance on the Flanker task: The role of left DLPFC

The impact of attentional training on event-related potentials in older adults

Attentional control declines in older adults and is paralleled by changes in event-related brain potentials (ERPs). The N200 is associated with attentional control, thus training-related improvements in attentional control should be paralleled by enhancements to the N200. Older participants were randomly assigned to 1 of 3 groups, which focused on training different levels of attentional control: (1) single-task training (single), where participants trained on 2 tasks in isolation; (2) fixed divided attention training (fixed), where participants trained on 2 tasks simultaneously; and (3) variable divided attention training (variable), where participants trained on 2 tasks simultaneously but were instructed to alternatively prioritize each of the 2 tasks. After training, the amplitude of the N200 wave increased in dual-task conditions for the variable group, and this enhancement was correlated with improved dual-task performance. Participants in the variable group also had the greatest improvement in the ability to modulate their allocation of attention in accordance with task instructions to the less salient and less complex of the 2 tasks. Training older adults to modulate their division of attention between tasks improves neural functions associated with attentional control of the trained tasks.

The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

Abstract The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.

Spatial-sequential and spatial-simultaneous working memory in individuals with Williams syndrome.

The aim of the present study was to compare visuospatial working memory performance in 18 individuals with Williams syndrome (WS) and 18 typically developing (TD) children matched for nonverbal mental age. Two aspects were considered: task presentation format (i.e., spatial-sequential or spatial-simultaneous), and level of attentional control (i.e., passive or active tasks). Our results showed that individuals with WS performed less well than TD children in passive spatial-simultaneous tasks, but not in passive spatial-sequential tasks. The former's performance was also worse in both active tasks. These findings suggest an impairment in the spatial-simultaneous working memory of individuals with WS, together with a more generalized difficulty in tasks requiring information storage and concurrent processing, as seen in other etiologies of intellectual disability.

Does personal social media usage affect efficiency and well-being?

Personal social media usage is pervasive in both personal and professional lives. Practitioner articles and news stories have commented on the addicting and distracting nature of social media. Previous empirical research has established the negative effects of distractions on primary tasks. To date, little research has looked at the potentially distracting nature of social media and the negative effects that can arise from usage. This research addresses this gap by investigating the effects of personal social media usage on task performance. To extend this research, I also examined the effects that the personal social media usage has on individuals’ technostress and happiness levels. I tested these effects by creating a classroom task environment and measuring subjects’ usage of social media and their task performance. From this, it was found that higher amounts of personal social media usage led to lower performance on the task, as well as higher levels of technostress and lower happiness. These results are consistent across different levels of attentional control and multitasking computer self-efficacy. These results suggest that the personal usage of social media during professional (vs. personal or play) times can lead to negative consequences and is worthy of further study.

Examining the Presence and Determinants of Operational Momentum in Childhood

The operational momentum (OM) effect describes a systematic bias in estimating the outcomes of simple addition and subtraction problems. Outcomes of addition problems are overestimated while outcomes of subtraction problems are underestimated. The origin of OM remains debated. First, a flawed uncompression of numerical information during the course of mental arithmetic is supposed to cause OM due to linear arithmetic operations on a compressed magnitude code. Second, attentional shifts along the mental number line are thought to cause OM. A third hypothesis explains OM in 9-month olds by a cognitive heuristic of accepting more (less) than the original operand in addition (subtraction) problems. The current study attempts to disentangle these alternatives and systematically examines potential determinants of OM, such as reading fluency which has been found to modulate numerical–spatial associations. A group of 32 6- and 7-year-old children was tested in non-symbolic addition and subtraction problems, in which they had to choose the correct outcome from an array of several possible outcomes. Reading capacity was assessed for half of the children while attentional measures were assessed in the other half. Thirty-two adults were tested with the identical paradigm to validate its potential of revealing OM. Children (and adults) were readily able to solve the problems. We replicated previous findings of OM in the adults group. Using a Bayesian framework we observed an inverse OM effect in children, i.e., larger overestimations for subtraction compared to addition. A significant correlation between children’s level of attentional control and their propensity to exhibit OM was observed. The observed pattern of results, in particular the inverse OM in children is hard to reconcile with the previously proposed theoretical frameworks. The observed link between OM and the attentional system might be interpreted as evidence partially supporting the attentional shift hypothesis.

Does Attentional Control Mediate the Association Between Adverse Early Experiences and Child Physical Abuse Risk?

The present study examined the extent to which attentional control mediates the relationship between adverse early life experiences (e.g., harsh discipline, low perceived support) and child physical abuse (CPA) risk in adulthood. Participants included 138 general population parents (30.4% fathers and 69.6% mothers) who completed self-report measures of early life experiences, attentional control, and CPA risk. Results revealed that attentional control partially mediated the association between adverse early environment and CPA risk scores, Sobel test = 2.65, SE = 0.86, p = .007. More specifically, individuals exposed to adverse early environments (characterized by harsh discipline and/or low perceived support) reported lower levels of attentional control, which in turn was associated with increased risk of hostile, aggressive, and abusive parenting.

Children's Responses to Entry Failure: Attention Deployment Patterns and Self-Regulation Skills

ABSTRACT In this study the authors investigated associations among children's observed responses to failure in an analogue entry situation, their attention deployment patterns, and skills and processes associated with self-regulation. Participants were 54 kindergarten and first-grade students who were either aggressive-rejected or low aggressive-popular based on peer nominations. Inhibitory control predicted the tendency to respond to entry failure by stopping and watching the group's activity. Baseline vagal tone and other-directed attention predicted children's tendency to change entry strategies after failure. Parent-rated attention skills moderated the relation between children's attention deployment patterns during the entry task and their responses to entry failure. Children who engaged in more other-directed attention were less likely to turn to solitary play after entry failure but only if they had high or moderate levels of attentional control. Other-directed attention was related to repeating previous entry bids without modification after entry failure but only when children had high levels of attention problems.

How to control a white bear? Individual differences involved in self-perceived and actual thought-suppression ability

Thought suppression is generally considered a maladaptive mental control strategy, leading to increased intrusions. In the experimental psychopathology literature, thought suppression is assigned a central role in anxiety and depression, disorders characterised by a high level of negative intrusive thoughts. We examined predictors of self-perceived and actual thought suppression ability in an undergraduate sample. It was found that self-perceived suppression ability was predicted by anxiety and depression scores, attentional control, and distraction strategies. Immediate and rebound effects of actual suppression were predicted by depression scores. Interestingly, higher levels of attentional control and distraction were related to more successful thought suppression on the questionnaires, yet were related to increased intrusions during suppression.

Dissociable mechanisms of attentional control within the human prefrontal cortex.

Neuropsychological tests that require shifting an attentional set, such as the Wisconsin Card Sorting Test, are sensitive to frontal lobe damage. Although little information is available for humans, an animal experiment suggested that different regions of the prefrontal cortex may contribute to set shifting behavior at different levels of processing. Behavioral studies also suggest that set shifting trials are more time consuming than non-set shifting trials (i.e. switch cost) and that this may be underpinned by differences at the neural level. We determined whether there were differential neural responses associated with two different levels of shifting behavior, that of reversal of stimulus-response associations within a perceptual dimension or that of shifting an attentional set between different perceptual dimensions. Neural activity in the antero-dorsal prefrontal cortex increased only in attentional set shifting, in which switch costs were significant. Activity in the postero-ventral prefrontal cortex increased not only in set shifting but also in reversing stimulus-response associations, in which switch costs were absent. We conclude that these distinct regions in the human prefrontal cortex provide different levels of attention control in response selection. Thus, the antero-dorsal prefrontal cortex may be critical for higher order control of attention, i.e. attentional set shifting, whereas the postero-ventral area may be related to a lower level of shift, i.e. reorganizing stimulus-response associations.