scholarly journals Examining Overt and Covert Attentional Capture by Task Irrelevant Stimuli during a Novel Continuous Performance Task

2021 ◽  
Vol 21 (9) ◽  
pp. 2173
Author(s):  
Michelle Blumberg ◽  
Geoffrey Harrison ◽  
Daryl Wilson
2005 ◽  
Vol 17 (9) ◽  
pp. 1386-1395 ◽  
Author(s):  
Jeffrey S. Maxwell ◽  
Alexander J. Shackman ◽  
Richard J. Davidson

Planned and reflexive behaviors often occur in the presence of emotional stimuli and within the context of an individual's acute emotional state. Therefore, determining the manner in which emotion and attention interact is an important step toward understanding how we function in the real world. Participants in the current investigation viewed centrally displayed, task-irrelevant, face distractors (angry, neutral, happy) while performing a lateralized go/no-go continuous performance task. Lateralized go targets and no-go lures that did not spatially overlap with the faces were employed to differentially probe processing in the left (LH) and right (RH) cerebral hemispheres. There was a significant interaction between expression and hemisphere, with an overall pattern such that angry distractors were associated with relatively more RH inhibitory errors than neutral or happy distractors and happy distractors with relatively more LH inhibitory errors than angry or neutral distractors. Simple effects analyses confirmed that angry faces differentially interfered with RH relative to LH inhibition and with inhibition in the RH relative to happy faces. A significant three-way interaction further revealed that state anxiety moderated relations between emotional expression and hemisphere. Under conditions of low cognitive load, more intense anxiety was associated with relatively greater RH than LH impairment in the presence of both happy and threatening distractors. By contrast, under high load, only angry dis-tractors produced greater RH than LH interference as a function of anxiety.


PEDIATRICS ◽  
1995 ◽  
Vol 95 (2) ◽  
pp. 219-224 ◽  
Author(s):  
I. B. Pless ◽  
H. G. Taylor ◽  
L. Arsenault

Objective. This study was designed to determine whether there is an increased frequency of deficits in impulse control, vigilance, or both, among child bicyclists or pedestrians who have been injured in traffic accidents, as assessed using objective measures and parent and teacher reports. Research design. This was a case-control study, in which cases were children injured as pedestrians or bicyclists (excluding those with severe head injuries) and controls were those injured as passengers or in some other manner in which the child's behavior was unlikely to be a factor. Setting. Children ages 5 to 15 years presenting to the emergency room of the Montreal Children's Hospital. Participants. For each of 286 cases, two controls were selected, making a total of 848 subjects Among the cases, 172 were injured as pedestrians and 114 as bicyclists. Measures. Children were assessed using the Continuous Performance Task and the Delayed Response Test, both parts of a computerized test battery. Parents and teachers completed the Conners Abbreviated Symptom Questionnaire to assess hyperactivity. Results. Cases and controls were similar on most sociodemographic and clinical measures but showed statistically significant differences in mean scores on the Continuous Performance Task measures of omissions and commissions, pointing to differences in vigilance, and on the Delayed Response Test measures of impulsivity. Mean Conners scale scores of both parent and teacher were significantly higher for cases than controls, and those of parents were higher than those of teachers. Conclusions. Among children whose behavior may have been a factor in the occurrence of an injury, there is subjective evidence of increased hyperactivity and objective evidence of deficits in vigilance and attention when compared with closely matched controls. These findings have important implications for prevention.


2007 ◽  
Vol 19 (12) ◽  
pp. 1923-1931 ◽  
Author(s):  
Alexander Strobel ◽  
Gesine Dreisbach ◽  
Johannes Müller ◽  
Thomas Goschke ◽  
Burkhard Brocke ◽  
...  

Although it is widely accepted that serotonin plays a pivotal role in the modulation of anxiety- and depression-related personality traits as well as in the pathogenesis of anxiety disorders and depression, the role of serotonin in cognition is less clear. In the present study, we investigated the involvement of serotonin in cognitive behaviors by examining the impact of genetic variation in key regulators of serotonergic neurotransmission on behavioral measures in a cognitive control task. Eighty-five healthy participants performed a cued continuous performance task (the AX Continuous Performance Task [AXCPT]) and were genotyped for polymorphisms in the transcriptional control regions of the tryptophan hydroxylase 2 gene (TPH2 G-703T; rs4570625) and the serotonin transporter gene (5-HTTLPR). The core result was that individuals lacking the rare TPH2 T allele were not faster than T allele carriers, but committed fewer errors and were less variable in responding. These findings parallel those of a recent study where an enhancement of executive control in individuals without the rare TPH2 T/T genotype was observed. Together with recent evidence that individuals without the T allele exhibit higher scores in anxiety- and depression-related personality traits, our results underscore the role of the TPH2 G-703T polymorphism in the modulation of behavior and raise the intriguing possibility that genetic variants associated with higher negative emotionality may have beneficial effects on some cognitive functions.


1994 ◽  
Vol 78 (2) ◽  
pp. 555-560 ◽  
Author(s):  
Michael Gordon ◽  
Barbara B. Mettelman ◽  
Martin Irwin

Two studies are reported which explore the possible relationship between academic failure, as measured by grade retention, and the capacity to sustain attention on a computerized continuous performance task. In a nonreferred sample, 89 children who had been retained at some point in their academic careers showed a higher frequency of abnormal scores on an index of sustained attention than did 93 children who had never repeated a grade. In a sample of children who had been referred for an evaluation of Attention-Deficit Hyperactivity Disorder, children with a history of grade retention had significantly lower scores on the same measure of sustained attention. Results are discussed in terms of the possible contribution of attention deficits to over-all academic achievement, even for children who have not necessarily been referred for a clinical evaluation.


2011 ◽  
Author(s):  
Lilach Shalev ◽  
Anat Ben-Simon ◽  
Carmel Mevorach ◽  
Yoav Cohen ◽  
Yehoshua Tsal

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