Elevated physiological arousal is associated with larger but more variable neural responses to small acoustic change in children during a passive auditory attention task

Wass, Sam; Daubney, K.; Golan, Jolanta; Logan, Frank A.; Kushnerenko, Elena

doi:10.1016/j.dcn.2018.12.010

Cited by 10 publications

(18 citation statements)

References 84 publications

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“…The visual inspection showed that the P300 latency differed markedly among the conditions. To calculate more accurate P300 amplitudes for each subject in each condition, we detected the P300 latency and analyzed the mean amplitude, which was averaged over a time window of 100 ms symmetrically around the peak of P300 for each subject in each condition (Clayson et al, 2013;Poikonen et al, 2016;Wass et al, 2019). Moreover, to compare the differences between the conditions in terms of response-execution processes after stimulus evaluation, we also analyzed the duration and mean amplitude from P300 peak to keypress.…”

Section: Electrophysiological Recording and Analysismentioning

confidence: 99%

Neural Dynamics of Cognitive Control in Various Types of Incongruence

Xie

Cao

et al. 2020

Front. Hum. Neurosci.

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Conflict-control is a core function of cognitive control. Although numerous studies have considered cognitive control to be domain-general, the shared and distinct brain responses to different types of incongruence or conflict remain unclear. Using a hybrid flanker task, the present study explored the temporal dynamics of brain activation to three types of incongruence: flanker interference, rule-based response switch (ruleswitch), and action-based response switch (response-alternation). The results showed that: (1) all three types of incongruence evoked larger N2 amplitudes than the congruent condition in the frontal region, with the N2 amplitudes and topographical distribution of the N2 effect differing between the different types of incongruence; and (2) in the P300 time window, the flanker interference condition yielded the most delayed P300 latency, whereas the rule-switch and response-alternation conditions yielded smaller P300 amplitudes with a longer interval from P300 peak to a keypress. These findings suggest that different types of incongruence are first monitored similarly by the cognitive control system and then resolved differently.

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Section: Electrophysiological Recording and Analysismentioning

confidence: 99%

Neural Dynamics of Cognitive Control in Various Types of Incongruence

Xie

Cao

et al. 2020

Front. Hum. Neurosci.

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“…When tested with an auditory oddball task, children with neurologic disturbances that caused heightened arousal showed greater amplitudes in ERP components ( Kozlowska et al, 2017 ). Additionally, children with higher arousal (as measured by heart rate) tended to show larger P3a peaks on an oddball task ( Wass et al, 2019 ). Taken together, it is possible that changes in ASD participants’ state of arousal during testing may drive some of the variability found in ASD auditory EEG/MEG data; therefore, future studies may consider including a control for arousal when testing auditory processing in ASD.…”

Section: Discussionmentioning

confidence: 99%

Auditory Discrimination in Autism Spectrum Disorder

Rotschafer

2021

Front. Neurosci.

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Autism spectrum disorder (ASD) is increasingly common with 1 in 59 children in the United States currently meeting the diagnostic criteria. Altered sensory processing is typical in ASD, with auditory sensitivities being especially common; in particular, people with ASD frequently show heightened sensitivity to environmental sounds and a poor ability to tolerate loud sounds. These sensitivities may contribute to impairments in language comprehension and to a worsened ability to distinguish relevant sounds from background noise. Event-related potential tests have found that individuals with ASD show altered cortical activity to both simple and speech-like sounds, which likely contribute to the observed processing impairments. Our goal in this review is to provide a description of ASD-related changes to the auditory system and how those changes contribute to the impairments seen in sound discrimination, sound-in-noise performance, and language processing. In particular, we emphasize how differences in the degree of cortical activation and in temporal processing may contribute to errors in sound discrimination.

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“…Using tasks where participants have to look out for a particular sought‐for object among multiple distractors, findings suggest that under‐aroused children fail to respond to the sought‐for object when it appears; by contrast, over‐aroused children respond indiscriminately, to both the sought‐for object and distractors. Only the group at intermediate levels of arousal responded to the sought‐for target, but not the distractors (Aston‐Jones & Cohen, 2005; Wass, Daubney, Golan, Logan, & Kushnerenko, 2019). Evidence consistent with this view has been shown using manipulations that induce temporary high‐stress states in adults (Arnsten, 2009), and in studies that examine naturally varying stress states in children and infants (Wass, Daubney, et al, 2019).…”

Section: (C) How Does An Individual's Level Of Stress Responding At a Given Moment In Time Influence Their Learning Capacities At That Momentioning

confidence: 99%

“…Only the group at intermediate levels of arousal responded to the sought‐for target, but not the distractors (Aston‐Jones & Cohen, 2005; Wass, Daubney, Golan, Logan, & Kushnerenko, 2019). Evidence consistent with this view has been shown using manipulations that induce temporary high‐stress states in adults (Arnsten, 2009), and in studies that examine naturally varying stress states in children and infants (Wass, Daubney, et al, 2019).…”

Section: (C) How Does An Individual's Level Of Stress Responding At a Given Moment In Time Influence Their Learning Capacities At That Momentioning

confidence: 99%

Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers

Whiting

Wass

Green

et al. 2021

Mind Brain and Education

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Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence how they respond to new stressors when they occur in educational contexts. Here, we review evidence showing that stress can increase children's attention and learning capacities in some circumstances but hinder them in others. We show how children differ in their attention and learning styles, dependent on stress levels: for example, more highly stressed children may be more distracted by superficial features and may find it harder to engage in planning and voluntary control. We review intervention research on stress management techniques in children, concentrating on psychological techniques (such as mindfulness and stress reappraisal), physiological techniques (such as breathing exercises) and environmental factors (such as reducing noise). At the current time, raising teachers' awareness of pupils' differing stress responses will be an important step in accommodating the differing needs of children in their classrooms.Almost everyone has experienced common symptoms of stress, such as a raised heart rate, excessive sweating and a dry mouth. But not everyone appreciates that these are part of the body's 'fight or flight response' -a system that has evolved to maximize our body's capacity to

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Elevated physiological arousal is associated with larger but more variable neural responses to small acoustic change in children during a passive auditory attention task

Cited by 10 publications

References 84 publications

Neural Dynamics of Cognitive Control in Various Types of Incongruence

Neural Dynamics of Cognitive Control in Various Types of Incongruence

Auditory Discrimination in Autism Spectrum Disorder

Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers

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