The Deficit of Early Selective Attention in Adults With Sluggish Cognitive Tempo: In Comparison With Those With Attention-Deficit/Hyperactivity Disorder

Sluggish cognitive tempo (SCT) is a cluster of attentional symptoms characterized by slow information processing and behavior, distractibility, mental confusion, absent-mindedness, and hypoactivity. The present study aimed to compare early and late selective attention in the information processing speed of adults with SCT to those with attention-deficit/hyperactivity disorder (ADHD) and adults without any attentional problems. The participants were screened using Barkley Adult ADHD Rating Scale-IV and divided into the following groups: SCT (N = 24), ADHD (N = 24), and controls (N = 25). All participants completed the irrelevant distractor task measuring early and late selective attention under load condition (low vs. high) and distractor condition (no-distractor vs. distractor). The inefficiency index was calculated by subtracting the reaction time of no-distractor condition of correct trials from the reaction time of distractor condition to control the impact of accuracy. Upon analysis, the SCT group showed a lower efficiency compared to the ADHD group under high load, while the ADHD group showed lower efficiency under low load than high load. This meant that the ADHD group had increased efficiency of selective attention with higher load, while the SCT group had low efficiency of selective attention even under high loads. These results suggest that the symptoms of “slow” or “distracted” in SCT could be attributed to the reduced speed and efficiency of selective attention in early information processing and the problem can be pronounced in situations with distractors. The results of the study imply that the attention-deficit-like symptoms shown in those with SCT and ADHD can be distinguished in specific stage of information processing.

Effect of Distractors on Sustained Attention and Hyperactivity in Youth With Attention Deficit Hyperactivity Disorder Using a Mobile Virtual Reality School Program

Objective: This study examined whether distractors in virtual reality (VR) environment affected the attention and hyperactivity in children and adolescents with ADHD. Method: A total of 40 students (21 ADHD, 19 controls) aged between 9 and 17 years participated in this study. A rapid visual information processing task utilizing VR (VR-RVP) was performed under two conditions (no-distractor and distractor condition). Task performance and head movement during each condition were compared, and additional analyses were conducted after grouping participants into two developmental stages. Results: Children with ADHD performed comparably to the controls under the distractor condition, but had poorer performance under the no-distractor condition. They displayed more head movement under the distractor condition than in the no-distractor condition. Conclusion: VR is possibly a useful tool for investigating the effect of distractors on individuals with ADHD, and children with ADHD are more vulnerable to a low-level stimulation situation than normal children in VR.

Auditory cortical alpha desynchronization prioritizes the representation of memory items during a retention period

Maintaining information in working memory normally happens in dynamic environments, with a multitude of distracting events. This is particularly evident in the auditory system, for example, when trying to memorize a telephone number during ongoing background noise. How relevant to-be-memorized information is protected against the adverse influence of a temporally predictable distractor was the main goal of the present study. For this purpose we adapted a Sternberg task variant established in the visual modality, with either a strong or a weak distracting sound presented at a fixed time during the retention period. Our behavioral analysis confirmed a small, albeit significant deterioration of memory performance in the strong distractor condition. We used a time-generalized decoding approach applied to magnetoencephalography (MEG) data to investigate the extent of memory probe-related information prior to the anticipated distractor onset and found a relative decrease for the strong distractor condition. This effect was paralleled by a pre-distractor alpha power decrease in the left superior temporal gyrus (STG), a cortical region putatively holding memory content relevant information. Based on gating frameworks of alpha oscillations, these results could be interpreted as a failed inhibition of an anticipated strong (more salient) distractor. However, in a critical analysis we found that reduced alpha power in the left STG was associated with relatively increased memory probe-related information. Our results therefore support the view of alpha power reductions in relevant sensory (here auditory) cortical areas to be a mechanism by which to-be-remembered information is prioritized during working memory retention periods.

Relational Language Improves Preschool Children’s Performance of Analogical Reasoning

The current study explored how relational language influenced the analogical reasoning among preschool children in China. Children (aged 4.5 and 5.5) in Experiment 1 were asked to complete a cross-mapped task where the object match competed with the relational match. The ANOVA results showed that the performance of both 4.5-year-olds and 4.5-year-olds were significantly improved after they heard Relational Language, F (1, 68) =44.821，p<0.05, η2=0.40. In Experiment 2, different distractors were added to the cross-mapped task and the 5.5-year-olds were replaced by 3.5 year-olds. The results demonstrated that the facilitating effect of Relational Language still existed among the youngest children and the performance of 4.5-year-olds was better than the 3.5-year-olds, F(1, 68)=6.76, p<0.05, η2=0.09. Furthermore, both age groups performed the worst under the distractor condition, indicating that the distractors made analogical reasoning more difficult, especially for the youngest children. Taken together, the current findings suggested that the facilitating effects of relational language in relational reasoning could also be observed in a broader sample.

Target-related distractors disrupt object selection in everyday action: Evidence from participants with dementia

This study evaluated the impact of distractor objects and their similarity to target objects on everyday task performance in dementia. Twenty participants with dementia due to Alzheimer’s disease (n = 12) or subcortical vascular disease (n = 8) were videotaped while they performed 3 discrete tasks: (1) make a cup of coffee, (2) wrap a gift, and (3) pack a lunch under two conditions that were counterbalanced across participants. The conditions differed in terms of the type of distractor objects included in the workspace: (1) Target-Related Distractor Condition - distractor objects were functionally and visually similar to target objects (e.g., salt for sugar) (2) Unrelated Distractor Condition - distractors were neither visually nor functionally similar to targets (e.g., glue for sugar). Participants touched (t = 4.19; p < .01) and used (z = 3.00; p < .01) significantly more distractors, made more distractor errors (i.e., substitutions; t = 2.93; p < .01), and took longer to complete tasks (t = 2.27; p < .05) in the Target-Related Distractor condition. The percent of steps accomplished and non-distractor errors did not differ across conditions (t < 1.26; p > .05 for both). In summary, distractors that were similar to targets elicited significant interference effects circumscribed to object selection. (JINS, 2010, 16, 484–494.)

Human Eye-Head Gaze Shifts in a Distractor Task. II. Reduced Threshold for Initiation of Early Head Movements

This study was motivated by the observation of early head movements(EHMs) occasionally generated before gaze shifts. Human subjects were presented with a visual or auditory target, along with an accompanying stimulus of the other modality, that either appeared at the same location as the target (enhancer condition) or at the diametrically opposite location (distractor condition). Gaze shifts generated to the target in the distractor condition sometimes were preceded by EHMs directed either to the side of the target ( correct EHMs) or the side of the distractor ( incorrect EHMs). During EHMs, the eyes performed compensatory eye movements to keep gaze stable. Incorrect EHMs were usually between 1 and 5° in amplitude and reached peak velocities generally <50°/s. These metrics increased for more eccentric distractors. The dynamics of incorrect EHMs initially followed a trajectory typical of much larger head movements. These results suggest that incorrect EHMs are head movements that initially were planned to orient to the peripheral distractor. Furthermore gaze shifts preceded by incorrect EHMs had longer reaction latencies than gaze shifts not preceded by incorrect EHMs, suggesting that the processes leading to incorrect EHMs also serve to delay gaze-shift initiation. These results demonstrate a form of distraction analogous to the incorrect gaze shifts (IGSs) described in the previous paper and suggest that a motor program encoding a gaze shift to a distractor is capable of initiating either an IGS or an incorrect EHM. A neural program not strong enough to initiate an IGS nevertheless can initiate an incorrect EHM.

Recency Effects and Distinctiveness of Position/Order Information

Temporal retrieval theory argues that both short-term and long-term recency effects reflect the distinctiveness of position/order information of recent items. The present study tested this proposal in both the standard immediate free-recall paradigm and the continuous-distractor paradigm. Serial-position curves of item information learned intentionally were compared to those of position/order information learned incidentally. In the immediate condition, similar recency effects were observed for item and position/order information; the correlation of item recency with position/order recency was significant. In the continuous-distractor condition, although significant recency effects were observed for item and position/order information, the correlation between them was low. These results suggest that the distinctiveness of position/order information contributes to short-term recency effects but not to long-term recency effects.

Effect of Word Familiarity on Long-Term Recency

This experiment examined the effect of word familiarity on recency effects in two paradigms, the immediate recency effect in the immediate free-recall paradigm and the long-term recency effect in the continuous-distractor paradigm. Subjects studied word lists. In the immediate free-recall condition, words were presented continuously, and subjects were asked for free recall immediately after presentation of each list. In the continuous-distractor condition, each word was followed by a summation task of 30 sec. After the last summation task for each list, subjects were asked for free recall. Familiarity influenced immediate recency and long-term recency in the same way. This result suggests that the same mechanisms underlie immediate recency and long-term recency effect