Attention, Response Inhibition, and Activity Level in Children: Developmental Neuropsychological Perspectives

Halperin, Jeffrey M.; McKay, Kathleen E.; Matier, Kristin; Sharma, Vanshdeep

doi:10.1007/978-1-4612-2608-6_1

Cited by 26 publications

(24 citation statements)

References 131 publications

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“…However, there are a variety of alternative explanations for the older children's superior performance on these tasks. First, as has been suggested in the visual attention literature (20), the difference might be due to better perceptual abilities in the older than in the younger children. Improved performance on auditory sensitivity and auditory discrimination tasks continues through childhood (94)(95)(96)(97).…”

Section: Selective Attention In Childrenmentioning

confidence: 88%

“…This difficulty has two primary implications for the developmental study of attention. First, it is often difficult to identify which aspect of information processing is responsible for a developmental change in behavior (19)(20). Second, if infants or children are unable to perform a task accurately, it can be difficult to identify where in the information-processing stream the failure occurred (21).…”

Section: Introductionmentioning

confidence: 99%

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The development of auditory attention in children

et al. 2000

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In this paper we review the development of four components of auditory attention: arousal, orienting, selective attention and sustained attention. We focus especially on the processes responsible for the selection of specific stimuli for further processing because these are essential for learning and development. Although much work still needs to be done, there is evidence of developmental change in some of the components of attention, especially early in infancy. Later developmental improvements seem to be primarily attributable to higher cognitive processes, such as motivation, strategy development and implementation, and voluntary direction and regulation of attention. INTRODUCTIONAttention is important for most, if not all, information processing. Attentional processes are involved in determining which internal and external stimuli are singled out for further processing and, consequently, which stimuli warrant a response. This process of selecting stimuli from an extremely complex, ever changing, multisensory environment is determined not only by the physical characteristics of the stimuli themselves, but also by the individual interests, motives, and cognitive strategies of the person perceiving the stimuli. Because attention is involved in the process of selection, it plays an important role in the establishment of flexible, adaptive behavior. The distribution of attention is critical for learning and development. Identifying and attending to the important aspects of the environment are essential for the acquisition of new skills. For example, investigators have shown that infants attend to the stress patterns of language and have argued that this facilitates language acquisition (1). The selection of stimuli for further processing also has implications for what information is stored in memory and the level of detail associated with particular memory traces.Central to our conception of attention are the processes responsible for the selection of specific stimuli for further processing. This selection can be automatic, as in the orienting elicited by a novel stimulus, or active, as in the search for a designated target in a set of stimuli during a selective attention task. In addition to selection, individuals must be alert (or exhibit at least some minimal level of arousal) and must be able to sustain an attentional focus for effective information processing and optimal learning. These four components of attention: arousal, orienting, selective attention, and sustained attention, are important to most models of attention (for example, 2-5) and will be used to organize our discussion of the development of attention.Attention has been studied extensively in infants and adults, as evidenced by the number of recent books on the subject (for example, 2, 5-12). However, attention

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Section: Selective Attention In Childrenmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The development of auditory attention in children

et al. 2000

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“…The ultimate goal of response inhibition is to enhance adaptive functioning (Halperin, McKay, Matier, & Sharma, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…These measures include the Matching Familiar Figures Test (Campbell, Douglas, & Morgenstern, 1971 ;DuPaul, Anastopoulos, Shelton, Guevremont, & Metevia, 1992 ;Weyandt & Grant, 1994), the Continuous Performance Task (see for reviews, Barkley, Grodzinsky, & DuPaul, 1992 ;Corkum & Siegel, 1993 ; see also Halperin et al, 1994), the Go\No-go Task (Iaboni, Douglas, & Baker, 1995 ;Milich et al, 1994 ;Shue & Douglas, 1992), delayed response tasks (Daugherty & Quay, 1991 ;McClure & Gordon, 1984 ;Schweitzer & Sulzer-Azaroff, 1995 ;Solanto, 1990), the Wisconsin Card Sorting Test (see for review, Barkley et al, 1992), and many others.…”

Section: Introductionmentioning

confidence: 99%

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Response Inhibition in AD/HD, CD, Comorbid AD/HD+CD, Anxious, and Control Children: A Meta‐analysis of Studies with the Stop Task

Oosterlaan

Logan

Sergeant

1998

Child Psychology Psychiatry

255

326

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The aim of this study was to investigate whether impaired response inhibition is uniquely related to AD\HD or whether deficits in response inhibition are also evident in other psychopathological disorders. Furthermore, the suggestion was examined that anxiety disorders are associated with abnormally high levels of response inhibition. This paper presents the results of a meta-analysis of eight studies in which response inhibition was assessed with the so-called stop task in five groups of children : children with attention deficit\hyperactivity disorder (AD\HD), children with conduct disorder (CD), children with AD\HDjCD, children with anxiety disorders, and control children. A total of 456 children participated in the 8 studies. All children were in the age range 6-12 years. Consistent and robust evidence was found for a response inhibition deficit in AD\HD. However, response inhibition deficits did not distinguish children with AD\HD from children with CD, nor from children with comorbid AD\HDjCD. Contrary to predictions, anxious children did not demonstrate enhanced levels of response inhibition.

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Developmental changes within the extended face processing network: A cross‐sectional functional magnetic resonance imaging study

Sahraei

Hildesheim

Thome

et al. 2021

Developmental Neurobiology

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In the field of face processing, the so‐called “core network” has been intensively researched. Its neural activity can be reliably detected in children and adults using functional magnetic resonance imaging (fMRI). However, the core network's counterpart, the so‐called “extended network,” has been less researched. In the present study, we compared children's and adults’ brain activity in the extended system, in particular in the amygdala, the insula, and the inferior frontal gyrus (IFG). Using fMRI, we compared the brain activation pattern between children aged 7–9 years and adults during an emotional face processing task. On the one hand, children showed increased activity in the extended face processing system in relation to adults, particularly in the left amygdala, the right insula, and the left IFG. On the other hand, lateralization indices revealed a “leftward bias” in children's IFG compared to adults. These results suggest that brain activity associated with face processing is characterized by a developmental decrease in activity. They further show that the development is associated with a rightward migration of face‐related IFG activation, possibly due to the competition for neural space between several developing brain functions (“developmental competition hypothesis”).

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Attention, Response Inhibition, and Activity Level in Children: Developmental Neuropsychological Perspectives

Cited by 26 publications

References 131 publications

The development of auditory attention in children

The development of auditory attention in children

Response Inhibition in AD/HD, CD, Comorbid AD/HD+CD, Anxious, and Control Children: A Meta‐analysis of Studies with the Stop Task

Developmental changes within the extended face processing network: A cross‐sectional functional magnetic resonance imaging study

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