Tracing Syndrome-Specific Trajectories of Attention Across the Lifespan

Cornish, Kim; Scerif, Gaia; Karmiloff‐Smith, Annette

doi:10.1016/s0010-9452(08)70497-0

Cited by 164 publications

(197 citation statements)

References 68 publications

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“…In much the same way as evidence proposing attention switching atypicalites in WS (e.g. Cornish, Scerif, & Karmiloff-Smith, 2007;Scerif, Cornish, Wilding, Driver, & Karmiloff-Smith, 2004;Brown et al, 2003) it is likely that individuals with autism have difficulty with this aspect of visual attention (e.g. Landry & Bryson, 2004).…”

mentioning

confidence: 66%

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Do Faces Capture the Attention of Individuals with Williams Syndrome or Autism? Evidence from Tracking Eye Movements

Riby

Hancock

2008

J Autism Dev Disord

231

219

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confidence: 66%

“…Cornish, et al, 2007;Scerif, et al, 2004;Brown et al, 2003). Porter et al (2007) suggest that individuals with WS exhibit deficits of frontal lobe inhibition with an inability to inhibit socially salient information.…”

Section: Discussionmentioning

confidence: 99%

Do Faces Capture the Attention of Individuals with Williams Syndrome or Autism? Evidence from Tracking Eye Movements

Riby

Hancock

2008

J Autism Dev Disord

231

219

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“…For example individuals with DS and WS have shown specific weaknesses in selective attention and executive attention (Breckenridge, Braddick, Anker, Woodhouse, & Atkinson, 2013a). Whereas sustained attention has been shown to be a relative strength in DS (Breckenridge et al, 2013a;Cornish, Scerif, & Karmiloff-Smith, 2007). In addition the impact that attentional constraints have on specific aspects of development in children with ID, has been shown to be syndrome specific, with ADHD like behaviours predicting poor literacy skills in children with DS, but not those with WS (Cornish, Steele, Monteiro, Karmiloff-Smith & Scerif, 2012).…”

Section: Attention Training Vs Working Memory Training In Intellectuamentioning

confidence: 99%

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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NOTICE: this is the author's version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Research in Developmental Disabilities, 38, March 2015, 10.1016/j.ridd.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioural stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design.We discuss the steps needed to address these limitations and to facilitate the advancement of nonpharmaceutical interventions for children with intellectual disabilities.

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“…The present study attempts to better understand the difficulty Rett children have with this aspect of attention and identify factors influencing it. Sustained attention, which is thought to involve top-down connectivity extending from the anterior attention system, particularly prefrontal and parietal regions in the right hemisphere, right down into V1 (Grahn & Manly, 2012;Sarter, Givens, & Bruno, 2001;Silver, Ress, & Heeger, 2007), has repeatedly been found to be compromised across a wide range of neurological and psychiatric disorders, e.g., ADHD, autism, bipolar disorder and Fragile X (Cornish, Scerif, & Karmiloff-Smith, 2007;Cornish, Turk, & Levitas, 2007;Fortenbaugh et al, 2015;O'Connell, Bellgrove, Dockree, & Robertson, 2004) While sustained attention is often tested in adults with the continuous performance test, the verbal instructions and motoric requirements preclude using this task in children with RTT.…”

mentioning

confidence: 99%

Sustained attention in the face of distractors: A study of children with Rett syndrome.

Rose¹,

Wass²,

Jankowski³

et al. 2017

Neuropsychology

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Objective: The object of the present study is to advance our understanding of the cognitive profile of Rett syndrome (RTT), an X-linked neurodevelopmental disorder caused by mutations in the MECP2 gene. We focus on sustained attention, which plays a critical role in driving cognitive growth, and use an innovative, gaze-based task that minimizes demands on the limited verbal and motor abilities associated with RTT. Method: The task required the ability to sustain attention on a visual target (a butterfly) while inhibiting a prepotent response to look to moving distractors (trees and clouds) presented in the peripheral visual field. The sample included children with RTT (N = 32) and their typically developing (TD) counterparts (N = 32), aged 2–12 years. Results: Our findings revealed that children with RTT had more difficulty sustaining attention (with the TD group averaging 60% looking at the butterfly vs. only 25% for the RTT group). Furthermore, RTT was associated with difficulties in 3 fundamental factors influencing sustained attention: engagement, distractibility, and reengagement. The RTT group was slower to engage, more distractible, and slower to reengage. Conclusion: Our findings identify a fundamental disruption to sustained attention in RTT, determine factors related to this impairment, and pinpoint cognitive areas that could serve as markers for evaluating the effectiveness of pharmacological and behavioral interventions.

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Tracing Syndrome-Specific Trajectories of Attention Across the Lifespan

Cited by 164 publications

References 68 publications

Do Faces Capture the Attention of Individuals with Williams Syndrome or Autism? Evidence from Tracking Eye Movements

Do Faces Capture the Attention of Individuals with Williams Syndrome or Autism? Evidence from Tracking Eye Movements

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Sustained attention in the face of distractors: A study of children with Rett syndrome.

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