Attentional control of emotional interference in children with ADHD and typically developing children: An emotional N-back study

Villemonteix, Thomas; Marx, Ivo; Septier, Mathilde; Berger, Christoph; Hacker, Thomas; Bahadori, Sara; Acquaviva, Éric; Massat, Isabelle

doi:10.1016/j.psychres.2017.04.027

Cited by 19 publications

(11 citation statements)

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“…Thus, the easy working memory condition showed differences between the emotional stimuli but the difficult working memory condition did not, presumably because the effort required for the working memory response overwhelmed the more subtle difference between emotion conditions. As in previous research with emotional n -back tasks (e.g., Ladouceur et al, 2005; Cromheeke and Mueller, 2016; Villemonteix et al, 2017), accuracy of responses was not impacted by the emotion condition.…”

Section: Discussionsupporting

confidence: 80%

Working Memory With Emotional Distraction in Monolingual and Bilingual Children

Janus

Bialystok

2018

Front. Psychol.

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Extensive work has demonstrated the benefits of bilingualism on executive functioning (EF) across the lifespan. Concurrently, other research has shown that EF is related to emotion regulation (ER), an ability that is integral to healthy socio-emotional development. However, no research to date has investigated whether bilingualism-related advantages in EF can also be found in emotional contexts. The current study examined the performance of 93 children who were 9-years old, about half of whom were bilingual, on the Emotional Face N-Back Task, an ER task used to assess the interference effect of emotional processing on working memory. Bilingual children were more accurate than monolingual children in both 1-back and 2-back conditions but were significantly slower than monolingual children on the 2-back condition. There were significant effects of emotional valence on reaction time, but these did not differ across language groups. These results confirm previous research showing better EF performance by bilinguals, but no differences in ER were found between language groups. Findings are discussed in the context of our current understanding of the ER literature with potential implications for previously unexplored differences between monolingual and bilingual children.

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Section: Discussionsupporting

confidence: 80%

Working Memory With Emotional Distraction in Monolingual and Bilingual Children

Janus

Bialystok

2018

Front. Psychol.

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“…group as a between-subject factor, emotion and time as within-subject factors) showed main effect of time [ F (1.9,113.7) = 126.67, P = 0.01, η 2 p = 0.68] and a significant interaction effect of emotion and time [ F (3.2,187.8) = 4.65, P = 0.03, η 2 p = 0.07]. To discover the origin of this two-way interaction, subsequent planned comparisons were conducted for 16 pairs with the BH correction (for similar method, please see Villemonteix et al , 2017 ). As shown in Figure 1B , the interaction effect was driven by differential response patterns between the diagnostic groups (SAD vs control).…”

Section: Resultsmentioning

confidence: 99%

Neural evidence for persistent attentional bias to threats in patients with social anxiety disorder

Kim

Shin

Lee

et al. 2018

Social Cognitive and Affective Neuroscience

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Does the biased attention toward social threats dwells on or disappears in patients with social anxiety disorder (SAD)? We investigated the neural mechanism of attentional bias in terms of attentional capture and holding in SAD. A total of 31 SAD patients and 30 healthy controls performed a continuous performance task detecting the orientation of a red letter ‘T’ while angry or neutral face distractors appeared or disappeared at the center of the screen. Behaviorally, typical attentional capture effects were found in response to abruptly appearing distractors in both groups. The patient group showed significant attentional dwelling effects in response to the angry face distractor only. Patients showed increased neural activity in the amygdala, insula/inferior frontal gyrus (IFG) and temporo-parietal junction (TPJ) compared with those of controls for the abruptly appearing angry distractor. Patients also maintained increased activities in brain regions related to attentional reorienting to distractor, namely the TPJ and IFG in line with their behavioral results of attentional holding effects. Our results indicate that patients with SAD showed prolonged attentional bias to task-irrelevant social threats. The underlying mechanism of prolonged attentional bias in SAD was indicated with amygdala hyperactivity and continued activity of the bottom-up attention network including the TPJ and IFG.

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“…With regard to the behavioral data, some studies found no difference between adolescents with ADHD and typically developing (TD) adolescents (Brotman et al, ; Malisza et al, ; Passarotti et al, ), while others report adolescents with ADHD to show greater distraction by the emotional (mostly the negative) stimuli measured by longer reaction times (RT, López‐Martín, Albert, Fernández‐Jaén, & Carretié, ; Passarotti et al, ; Villemonteix et al, ) or less accuracy (Posner et al, ). Some studies showed longer RT independent of the emotional valence (Hwang et al, ; Marsh et al, ; Van Cauwenberge, Sonuga‐Barke, Hoppenbrouwers, Van Leeuwen, & Wiersema, ).…”

Section: Introductionmentioning

confidence: 99%

Anterior insula hyperactivation in ADHD when faced with distracting negative stimuli

Vetter

Buse

Backhausen

et al. 2018

Human Brain Mapping

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Patients with attention deficit hyperactivity disorder (ADHD) suffer from poor emotion regulation that might arise from problems in the distribution of attentional resources when confronted with emotional distractors. Previous studies investigating the neurocognitive basis of these problems remain inconclusive. Moreover, most of these studies did not exclude participants with comorbidity, particularly of conduct or oppositional defiant disorder. The aim of this study was to assess alterations in fronto-limbic activation in ADHD adolescents specifically during negative distractors in an emotional attention task. For this purpose, we used functional magnetic resonance imaging to assess 25 boys with noncomorbid ADHD and 25 typically developing (TD) boys while they performed an emotional attention task with positive, negative, and neutral emotional distractors. Boys with ADHD had increased activation relative to TD boys specifically during the negative valenced stimuli in an emotional processing network comprising left anterior insula reaching into the inferior frontal gyrus. The findings suggest altered salience processing in ADHD of negative valenced emotional stimuli that may lead to higher distractibility in ADHD specifically when faced with negative emotional distractors.

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Attentional control of emotional interference in children with ADHD and typically developing children: An emotional N-back study

Cited by 19 publications

References 50 publications

Working Memory With Emotional Distraction in Monolingual and Bilingual Children

Working Memory With Emotional Distraction in Monolingual and Bilingual Children

Neural evidence for persistent attentional bias to threats in patients with social anxiety disorder

Anterior insula hyperactivation in ADHD when faced with distracting negative stimuli

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