Assessing the three attentional networks in children from three to six years: A child-friendly version of the Attentional Network Test for Interaction

Attention involves three functionally and neuroanatomically distinct neural networks: alerting, orienting, and executive control. This study aimed to analyze the development of attentional networks in children aged between 3 and 6 years using a child-friendly version of the Attentional Network Test for Interaction (ANTI), the ANTI-Birds. The sample included 88 children divided into four age groups: 3-year-old, 4-year-old, 5-year-old, 6-year-old children. The results of this study would seem to indicate that between 4 and 6 years, there are no significant changes in attentional networks. Instead, between 3 and 4 years of age, children significantly improve all their attentional skills.

The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample

Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. The results showed that in 2nd grade, selective visuo-spatial attention emerged as an important predictor in the written calculation task, while the ability to inhibit distracting information seemed to better predict accuracy in oral calculation. In 3rd grade, visuo-spatial components of attention emerged as no longer predictive, whereas planning and active visuo-spatial attention abilities emerged as predictive of accuracy in the oral calculation task. These results confirm previous findings about the contribution that attentional skills may have in calculation skills development, supporting evidence for progressive automation attentional components over time.

DEVELOPING AND MEASURING ATTENTION IN BOXERS: MIXED COACHES’ EXPERTISE AND REACTION TIME MEASURES

This study explored the problem of attention and its development in young boxers. A rapidly changing situation and a high level of traumatization in boxing are demanding the development of athletes’ attention. Focusing on technical or motivational training is among the reasons for underestimating the development of attentional skills. Study 1 involved seven expert coaches (males, mean age 45.4, mean working experience 20.3 years). The results revealed a relatively high assessment of the psychological component of training and a low agreement on the development of attentional skills. Coaches indicated that testing is the best measurement of attention. Study 2 focused on the measurement of reaction time (RT) in young boxers. Simple and complex RT of nine athletes, aged 12 to 15 (33% females), were assessed before and after the 15 minutes long warm-up. The results demonstrated no significant change in boxers' simple RT and a decrease (about 30 ms) in complex RT after the warm-up. The feedback was provided for athletes and their coaches. A contrast appeared between coaches’ view of well-known exercises for developing attention and their question “Could you suggest some exercise?” Simultaneously, coaches suggested a more specific RT measurement, including the full time of a punch.

How difficult is it for adolescents to maintain attention? The differential effects of video games and sports

Despite a large body of evidence suggests positive effects of playing action video games and practising sports on various visual attentional skills, the impact of these activities on the ability to maintain attention over prolonged periods of time (i.e., sustained attention) has been largely neglected. Here, we first explored free-time habits on a group of 310 adolescents by means of a self-reported questionnaire. We found an inverse relationship between the time spent with sports and video games, but not with other extra-scholastic activities: the time spent practising sports and playing video games clearly competed with each other, with the more-intensive-sport practitioners being less involved in video game play. Next, we directly measured sustained attention and other attentional skills in a subgroup of 76 participants, divided as a function of their time spent in sports and action video games. In particular, sustained attention was assessed by means of two tasks: a classic exogenous task, requiring participants to attend to a flashing visual stimulus; and an internal (endogenous) sustained attention task, requiring participants to synchronise their manual responses to the rhythm of auditory pulses presented in an earlier phase. As previously documented, we found that action video game players displayed worse ability to maintain attention over time, as compared with non-action players. In striking contrast, intensive sports practice was associated with an increased ability to maintain attention over time. Overall, these findings unveil distinct cascading effects on sustained attention induced by doing sport and playing action video games.

Development of Attentional Skills Training for Operators of Unmanned Aerial Systems

The operators of unmanned aerial systems (UAS) have multiple screens of information they need to monitor, and numerous interruptions that challenge them in their work. Research on attentional training has revealed that it is possible to train operators to improve their visual scanning, prioritization, and interruption management performance. This paper describes the analyses that were conducted to identify the information processing requirements associated with UAS tasks and the integration of findings into a prototype attentional skills training tool. This tool uses adaptive scenario-based training to improve the attentional management skills of UAS sensor operators.

Examining the effect of different facets of mindfulness on work engagement

Purpose The purpose of this paper is to examine the relationship between mindfulness and work engagement, with a particular focus on exploring the extent to which four facets of mindfulness, i.e. “attention”, “awareness”, “present focus” and “acceptance” impact on work engagement. Design/methodology/approach Exploratory factor and multiple regression analyses were used to test the hypothesised relationships among a sample of 130 employees. Findings The findings show that mindfulness as a single construct is positively related to work engagement. The analysis from the facet level of mindfulness illustrates that each of four facets is also significantly related to work engagement. In particular, employees with refined attentional skills and accepting the present moment reality were found to contribute more to work engagement. Practical implications Organisational programs that focus on building personal resources could use the meditation-based mindfulness programs to help individuals widen attention span as well as to develop non-judgemental attitude. Originality/value Focussing on developing mindful employees and promoting mindfulness practices at workplace, especially, by working on specific strategies, to expand “attentional skills” and the “attitude of accepting the present moment reality” may be another promising strategy to enhance work engagement.