EEG and behavioral correlates of attentional processing while walking and navigating naturalistic environments

The capacity to regulate one’s attention in accordance with fluctuating task demands and environmental contexts is an essential feature of adaptive behavior. Although the electrophysiological correlates of attentional processing have been extensively studied in the laboratory, relatively little is known about the way they unfold under more variable, ecologically-valid conditions. Accordingly, this study employed a ‘real-world’ EEG design to investigate how attentional processing varies under increasing cognitive, motor, and environmental demands. Forty-four participants were exposed to an auditory oddball task while (1) sitting in a quiet room inside the lab, (2) walking around a sports field, and (3) wayfinding across a university campus. In each condition, participants were instructed to either count or ignore oddball stimuli. While behavioral performance was similar across the lab and field conditions, oddball count accuracy was significantly reduced in the campus condition. Moreover, event-related potential components (mismatch negativity and P3) elicited in both ‘real-world’ settings differed significantly from those obtained under laboratory conditions. These findings demonstrate the impact of environmental factors on attentional processing during simultaneously-performed motor and cognitive tasks, highlighting the value of incorporating dynamic and unpredictable contexts within naturalistic designs.

Heart Rate Variability in Children and Adolescents with Autism, ADHD and Co-occurring Autism and ADHD, During Passive and Active Experimental Conditions

Despite overlaps in clinical symptomatology, autism and ADHD may be associated with opposite autonomic arousal profiles which might partly explain altered cognitive and global functioning. We investigated autonomic arousal in 106 children/adolescents with autism, ADHD, co-occurring autism/ADHD, and neurotypical controls. Heart rate variability was recorded during resting-state, a ‘passive’ auditory oddball task and an ‘active’ response conflict task. Autistic children showed hyper-arousal during the active task, while those with ADHD showed hypo-arousal during resting-state and the passive task. Irrespective of diagnosis, children characterised by hyper-arousal showed more severe autistic symptomatology, increased anxiety and reduced global functioning than those displaying hypo-arousal, suggesting the importance of considering individual autonomic arousal profiles for differential diagnosis of autism/ADHD and when developing personalised interventions.

Deviants Are Detected Faster at the End of Verse-Like Sound Sequences

Songs and poems from different traditions show a striking formal similarity: lines are flexible at the beginning and get more regular toward the end. This suggests that the free-beginning/strict-end pattern stems from a cognitive bias shared among humans. We propose that this is due to an increased sensitivity to deviants later in the line, resulting from a prediction-driven attention increase disrupted by line breaks. The study tests this hypothesis using an auditory oddball task where drum strokes are presented in sequences of eight, mimicking syllables in song or poem lines. We find that deviant strokes occurring later in the line are detected faster, mirroring the lower occurrence of deviant syllables toward the end of verse lines.

The effect of background speech on attentive sound processing: A pupil dilation study

Everyday cognitive tasks are rarely performed in a quiet environment. Quite on the contrary, very diverse surrounding acoustic signals such as speech can involuntarily deviate our attention from the task at hand. Despite its tight relation to attentional processes, pupillometry remained a rather unexploited method to measure attention allocation towards irrelevant speech. In the present study, we registered changes in pupil diameter size to quantify the effect of meaningfulness of background speech upon performance in an attentional task. We recruited 41 native German speakers who had neither received formal instruction in French nor had extensive informal contact with this language. The focal task consisted of an auditory oddball task. Participants performed an animal sound duration discrimination task containing frequently repeated standard sounds and rarely presented deviant sounds while a story was read in German or (non-meaningful) French in the background. Our results revealed that, whereas effects of language meaningfulness on attention were not detectable at the behavioural level, participants’ pupil dilated more in response to the sounds of the auditory task when background speech was played in non-meaningful French compared to German, independent of sound type. This could suggest that semantic processing of the native language required attentional resources, which lead to fewer resources devoted to the processing of the sounds of the focal task. Our results highlight the potential of the pupil dilation response for the investigation of subtle cognitive processes that might not surface when only behaviour is measured.

Subjective SES is associated with children’s neurophysiological response to auditory oddballs

Phonological skills are important for language and reading acquisition. All three of these skills are associated across the lifespan with a child’s socioeconomic environment (i.e. SES). There are a large number of potential mechanisms that might explain SES associations with these processes. We explore one potential mechanism – that a child’s SES is associated with the discrimination of word-like sounds, i.e. phonological processing. Magnetoencephalography (MEG) data from a sample of 73 children, recorded during a passive auditory oddball task containing with word and non-word deviants, were used to test where and when any association may occur. We also investigate associations between cognition and attainment and this neurophysiological response. We identified evoked differences between word and non-word deviant tones at an early n200 component (likely representing early sensory processing) and later p300 component (likely representing attentional and/or semantic processing). Subjective SES was convincingly associated with later responses, but there were no significant associations with equivalised income. A child’s educational attainment was also significantly associated with the later component. This suggests that both the educational attainment of children, and their socioeconomic environment as rated by their parents, are significantly associated with underlying phonological detection skills, but likely at a later time-point, associated with semantic and attentional processes, rather than earlier sensory processing. Moreover, household income per se is not significantly associated with these skills.