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Journal articles on the topic 'Attentional problems'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

SOHLBERG, McKAY MOORE, and CATHERINE A. MATEER. "Improving Attention and Managing Attentional Problems." Annals of the New York Academy of Sciences 931, no. 1 (January 25, 2006): 359–75. http://dx.doi.org/10.1111/j.1749-6632.2001.tb05790.x.

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Zago, David, Nick Rosoman, David Shum, Michael O'Callaghan, and Anthony Lesley. "Attentional Problems and Subtypes of Attention Deficit Hyperactivity Disorder." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 17–33. http://dx.doi.org/10.1375/aedp.25.2.17.

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AbstractThis study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD-Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

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Andersen, Tonje Grønning, Charlotte Fiskum, Per Matti Aslaksen, Magne Arve Flaten, and Karl Henry Jacobsen. "Internalizing Problems and Attentional Control." Journal of Psychophysiology 34, no. 2 (April 1, 2020): 110–22. http://dx.doi.org/10.1027/0269-8803/a000241.

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Abstract. Individuals with internalizing problems differ in levels of attentional control (AC), and this heterogeneity could be associated with differences in autonomic arousal. The present study investigated whether AC moderated the effect of internalizing problems on self-reported experience and autonomic nervous system (ANS) responses after the induction of negative affect. Children aged 9–13 years were recruited into a patient group (29) and a healthy control group (25). AC was measured by the Early Adolescent Temperament Questionnaire. Heart rate, heart rate variability (HRV) and pre-ejection period (PEP) were recorded during baseline, a sad film clip and recovery, and analyzed using a marginal linear model. Children reported their experienced emotion, valence, and arousal in response to the film. A significant interaction effect showed increased HRV and longer PEP from baseline to recovery for patients with higher AC. Patients with lower AC showed increased HRV followed by a return to baseline values after the film clip and no significant changes in PEP. Healthy controls showed no significant changes in HRV or PEP independent of level of AC. There were no differences between groups in self-reported experience. The results indicate that AC moderated the effect of internalizing problems on ANS regulation. Increased HRV and longer PEP from baseline to recovery were uniquely associated with higher AC and internalizing problems. This physiological response might indicate a cognitive avoidance strategy. AC could be an important factor explaining heterogeneity in ANS activity among individuals with internalizing problems. Clinical implications of the present findings are discussed.

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Ball, Karlene. "Attentional Problems and Older Drivers." Alzheimer Disease & Associated Disorders 11 (1997): 42–47. http://dx.doi.org/10.1097/00002093-199706001-00010.

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Polderman, T. J. C., R. A. Hoekstra, A. A. E. Vinkhuyzen, P. F. Sullivan, S. van der Sluis, and D. Posthuma. "Attentional switching forms a genetic link between attention problems and autistic traits in adults." Psychological Medicine 43, no. 9 (December 21, 2012): 1985–96. http://dx.doi.org/10.1017/s0033291712002863.

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BackgroundAttention deficit hyperactivity disorder (ADHD) symptoms and autistic traits often occur together. The pattern and etiology of co-occurrence are largely unknown, particularly in adults. This study investigated the co-occurrence between both traits in detail, and subsequently examined the etiology of the co-occurrence, using two independent adult population samples.MethodData on ADHD traits (Inattention and Hyperactivity/Impulsivity) were collected in a population sample (S1, n = 559) of unrelated individuals. Data on Attention Problems (AP) were collected in a population-based family sample of twins and siblings (S2, n = 560). In both samples five dimensions of autistic traits were assessed (social skills, routine, attentional switching, imagination, patterns).ResultsHyperactive traits (S1) did not correlate substantially with the autistic trait dimensions. For Inattention (S1) and AP (S2), the correlations with the autistic trait dimensions were low, apart from a prominent correlation with the attentional switching scale (0.47 and 0.32 respectively). Analyses in the genetically informative S2 revealed that this association could be explained by a shared genetic factor.ConclusionsOur findings suggest that the co-occurrence of ADHD traits and autistic traits in adults is not determined by problems with hyperactivity, social skills, imagination or routine preferences. Instead, the association between those traits is due primarily to shared attention-related problems (inattention and attentional switching capacity). As the etiology of this association is purely genetic, biological pathways involving attentional control could be a promising focus of future studies aimed at unraveling the genetic causes of these disorders.

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Kim, Eui Jung, Ji Hoon Kim, Yoo Sook Jung, Sung Do David Hong, and Kyu Wol Yun. "Exposure to Lead and Attentional and Behavioral Problems in Attention Deficit Hyperactivity Disorder." Ewha Medical Journal 25, no. 1 (2002): 31. http://dx.doi.org/10.12771/emj.2002.25.1.31.

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Vollebregt, Madelon A., Johanna M. Zumer, Niels ter Huurne, Jan K. Buitelaar, and Ole Jensen. "Posterior alpha oscillations reflect attentional problems in boys with Attention Deficit Hyperactivity Disorder." Clinical Neurophysiology 127, no. 5 (May 2016): 2182–91. http://dx.doi.org/10.1016/j.clinph.2016.01.021.

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Christakis, D. A., F. J. Zimmerman, D. L. DiGiuseppe, and C. A. McCarty. "Early Television Exposure and Subsequent Attentional Problems in Children." PEDIATRICS 113, no. 4 (April 1, 2004): 708–13. http://dx.doi.org/10.1542/peds.113.4.708.

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Healy, Jane M. "Early television exposure and subsequent attentional problems in children." Journal of Pediatrics 145, no. 5 (November 2004): 679–80. http://dx.doi.org/10.1016/j.jpeds.2004.08.034.

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10

Wilding, John. "Attentional problems in the classroom and parallel processing ability." British Journal of Developmental Psychology 12, no. 4 (November 1994): 539–53. http://dx.doi.org/10.1111/j.2044-835x.1994.tb00654.x.

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Minder, Barbara, Edith A. Das-Smaal, Eddy F. J. M. Brand, and Jacob F. Orlebeke. "Exposure to Lead and Specific Attentional Problems in Schoolchildren." Journal of Learning Disabilities 27, no. 6 (June 1994): 393–99. http://dx.doi.org/10.1177/002221949402700606.

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TEICHER, MARTIN H., YUTAKA ITO, CAROL A. GLOD, and NATACHA I. BARBER. "Objective Measurement of Hyperactivity and Attentional Problems in ADHD." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 3 (March 1996): 334–42. http://dx.doi.org/10.1097/00004583-199603000-00015.

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Streissguth, Ann P., Fred L. Bookstein, Paul D. Sampson, and Helen M. Barr. "Attention: Prenatal alcohol and continuities of vigilance and attentional problems from 4 through 14 years." Development and Psychopathology 7, no. 3 (1995): 419–46. http://dx.doi.org/10.1017/s0954579400006611.

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AbstractThis study examined the longitudinal components of vigilance performance and attentional behaviors across the ages of 4, 7, and 14 years of life as they relate to prenatal alcohol exposure assessed by maternal self-report in midpregnancy for a cohort of 512 children. The vigilance score most salient for prenatal alcohol across this 10-year developmental period was Standard Deviation of Reaction Time (SDRT). Also salient were False Alarms (FA) on the AX task, impulsive errors reflecting difficulty in withholding a response. All 19 of the children with poorest scores on a Vigilance Latent Variable (LV) at 14 years had scored low on a similarly-defined Vigilance LV at age 7 years. Cross-lagged correlations revealed that the 7-year Vigilance LV not only predicted second-grade teacher ratings of attention a year later (r = – .38), but also predicted fourth-fifth-grade teacher ratings of attention (r = – .36). These data reveal considerable consistency across time in the impact of prenatal alcohol on child/adolescent vigilance performance and attention between 4 and 14 years of age.

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Närhi, Vesa, and Timo Ahonen. "Reading disability with or without, attention deficit hyperactivity, disorder: Do attentional problems, make a difference?" Developmental Neuropsychology 11, no. 3 (January 1995): 337–49. http://dx.doi.org/10.1080/87565649509540624.

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Zamani Sani, Seyed Hojjat, Zahra Fathirezaie, Homayoun Sadeghi-Bazargani, Georgian Badicu, Safyeh Ebrahimi, Robert Wilhelm Grosz, Dena Sadeghi Bahmani, and Serge Brand. "Driving Accidents, Driving Violations, Symptoms of Attention-Deficit-Hyperactivity (ADHD) and Attentional Network Tasks." International Journal of Environmental Research and Public Health 17, no. 14 (July 20, 2020): 5238. http://dx.doi.org/10.3390/ijerph17145238.

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Background: Iran has serious problems with traffic-related injuries and death. A major reason for traffic accidents is cognitive failure due to deficits in attention. In this study, we investigated the associations between traffic violations, traffic accidents, symptoms of attention-deficit/hyperactivity disorder (ADHD), age, and on an attentional network task in a sample of Iranian adults. Methods: A total of 274 participants (mean age: 31.37 years; 80.7% males) completed questionnaires covering demographic information, driving violations, traffic accidents, and symptoms of ADHD. In addition, they underwent an objective attentional network task (ANT), based on Posner’s concept of attentional networks. Results: More frequent traffic violations, correlated with lower age and poorer performance on the attentional network tasks. Higher symptoms of ADHD were associated with more accidents and more traffic violations, but not with the performance of the attentional tasks. Higher ADHD scores, a poorer performance on attentional network tasks, and younger age predicted traffic violations. Only higher symptoms of ADHD predicted more traffic accidents. Conclusions: In a sample of Iranian drivers, self-rated symptoms of ADHD appeared to be associated with traffic violations and accidents, while symptoms of ADHD were unrelated to objectively assessed performance on an attentional network task. Poor attentional network performance was a significant predictor of traffic violations but not of accidents. To increase traffic safety, both symptoms of ADHD and attentional network performance appear to merit particular attention.

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Wahler, Robert G., and Jean E. Dumas. "Attentional problems in dysfunctional mother-child interactions: An interbehavioral model." Psychological Bulletin 105, no. 1 (1989): 116–30. http://dx.doi.org/10.1037/0033-2909.105.1.116.

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Zentall, Sydney S. "Theory- and Evidence-Based Strategies for Children with Attentional Problems." Psychology in the Schools 42, no. 8 (2005): 821–36. http://dx.doi.org/10.1002/pits.20114.

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Dunn, Louise, Wendy J. Coster, Gael I. Orsmond, and Ellen S. Cohn. "Household Task Participation of Children With and Without Attentional Problems." Physical & Occupational Therapy In Pediatrics 29, no. 3 (January 2009): 258–73. http://dx.doi.org/10.1080/01942630903008350.

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19

Weber, A. M. "A practical clinical approach to understanding and treating attentional problems." Journal of Head Trauma Rehabilitation 5, no. 1 (March 1990): 73–85. http://dx.doi.org/10.1097/00001199-199003000-00012.

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20

Bogas, Susan M. "An integrative treatment model for children's attentional and learning problems." Family Systems Medicine 11, no. 4 (1993): 385–96. http://dx.doi.org/10.1037/h0089024.

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Boyd, Melinda, Steve Kisely, Jake Najman, and Ryan Mills. "Child maltreatment and attentional problems: A longitudinal birth cohort study." Child Abuse & Neglect 98 (December 2019): 104170. http://dx.doi.org/10.1016/j.chiabu.2019.104170.

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Kaliky, Syafruddin, Patma Sopamena, Fahruh Juhaevah, Nurlaila Sehuwaky, and Kasliyanto. "STUDENT ATTENTION IN SOLVING FUNCTION PROBLEMS." Kalamatika: Jurnal Pendidikan Matematika 5, no. 1 (April 30, 2020): 35–50. http://dx.doi.org/10.22236/kalamatika.vol5no1.2020pp35-50.

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This study aims to describe the students' attention processes in solving functional problems. This research is a qualitative descriptive study, with subjects of 2 students taken from 8 students of secondary school. The results show that the students' attention process in solving functional problems was based on attentional characteristics, namely when students who answered correctly in solving questions and interview process, before and after reflection had complete cognitive attention structures. While students who answer incorrectly in solving problems have incomplete attention to cognitive structures, characterized by a lack of concentration in seeing the relationship between one mathematical object and another mathematical object. Attention characteristics in this study begin with recalling previous information and responding or giving feedback to problems by linking previous information with existing problems. Next analyze by breaking down information into smaller parts and easy to understand. The next step looks at the relationship between the decomposition process to get ways that can be used in the settlement process to obtain the final results that are part of decision making.

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Andrews, Paul W., Steven H. Aggen, Geoffrey F. Miller, Christopher Radi, John E. Dencoff, and Michael C. Neale. "The Functional Design of Depression's Influence on Attention: A Preliminary Test of Alternative Control-Process Mechanisms." Evolutionary Psychology 5, no. 3 (July 1, 2007): 147470490700500. http://dx.doi.org/10.1177/147470490700500308.

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Substantial evidence indicates that depression focuses attention on the problems that caused the episode, so much that it interferes with the ability to focus on other things. We hypothesized that depression evolved as a response to important, complex problems that could only be solved, if they could be solved at all, with an attentional state that was highly focused for sustained periods. Under this hypothesis, depression promotes analysis and problem-solving by focusing attention on the problem and reducing distractibility. This predicts that attentionally demanding problems will elicit depressed affect in subjects. We also propose two control-process mechanisms by which depression could focus attention and reduce distractibility. Under these mechanisms, depression exerts a force on attention like that of a spring when it is pulled or like a magnet on a steel ball. These mechanisms make different predictions about how depressed people respond emotionally to a task that pulls attention away from their problems. We tested these predictions in a sample of 115 undergraduate students. Consistent with our main prediction, initially non-depressed subjects experienced an increase in their depressed affect when exposed to an attentionally demanding task. Moreover, the overall pattern of results supported the magnet metaphor.

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Szabó, Edina, József Halász, Antony Morgan, Zsolt Demetrovics, and Gyöngyi Kökönyei. "Callous-unemotional traits and the attentional bias towards emotional stimuli: Testing the moderating role of emotional and behavioural problems among high-risk adolescents." Clinical Child Psychology and Psychiatry 25, no. 1 (January 16, 2019): 156–73. http://dx.doi.org/10.1177/1359104518822690.

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Former studies demonstrated that antisocial youth with callous-unemotional (CU) traits are impaired in the processing of negative emotional stimuli. The aim of the current study was to explore the moderating role of different behavioural (i.e. conduct problems, hyperactivity-inattention) and emotional problems (i.e. internalizing symptoms) in the relationship between CU traits and attentional bias towards emotional stimuli. Besides using self-report measures, attentional bias was tested by an affective dot-probe task in a high-risk sample of 102 adolescent boys ( M age = 16.34 years; SD = 1.32). CU traits were related to reduced attention to emotionally distressing pictures. Furthermore, conduct problems significantly moderated the relationship between CU traits and attention to distress cues. These findings highlight the importance of considering potential moderators to the well-established link between CU traits and deficits in response to negative emotional cues.

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Biggs, Adam T., Stephen H. Adamo, and Stephen R. Mitroff. "Mo' Money, Mo' Problems: Monetary Motivation Can Exacerbate the Attentional Blink." Perception 44, no. 4 (January 2015): 410–22. http://dx.doi.org/10.1068/p7916.

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DeGangi, Georgia A., and Reginald S. Laurie. "Assessment of sensory, emotional, and attentional problems in regulatory disordered infants." Infants & Young Children 3, no. 3 (January 1991): 1–8. http://dx.doi.org/10.1097/00001163-199101000-00003.

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DeGangi, Georgia A., Reginald S. Laurie, Joan Castellan, and Polly Craft. "Treatment of sensory, emotional, and attentional problems in regulatory disordered infants." Infants & Young Children 3, no. 3 (January 1991): 9–19. http://dx.doi.org/10.1097/00001163-199101000-00004.

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Dang, Linh C., Gregory R. Samanez-Larkin, Jacob S. Young, Ronald L. Cowan, Robert M. Kessler, and David H. Zald. "Caudate asymmetry is related to attentional impulsivity and an objective measure of ADHD-like attentional problems in healthy adults." Brain Structure and Function 221, no. 1 (October 1, 2014): 277–86. http://dx.doi.org/10.1007/s00429-014-0906-6.

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Serrano-Barroso, Almudena, Roma Siugzdaite, Jaime Guerrero-Cubero, Alberto J. Molina-Cantero, Isabel M. Gomez-Gonzalez, Juan Carlos Lopez, and Juan Pedro Vargas. "Detecting Attention Levels in ADHD Children with a Video Game and the Measurement of Brain Activity with a Single-Channel BCI Headset." Sensors 21, no. 9 (May 6, 2021): 3221. http://dx.doi.org/10.3390/s21093221.

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Attentional biomarkers in attention deficit hyperactivity disorder are difficult to detect using only behavioural testing. We explored whether attention measured by a low-cost EEG system might be helpful to detect a possible disorder at its earliest stages. The GokEvolution application was designed to train attention and to provide a measure to identify attentional problems in children early on. Attention changes registered with NeuroSky MindWave in combination with the CARAS-R psychological test were used to characterise the attentional profiles of 52 non-ADHD and 23 ADHD children aged 7 to 12 years old. The analyses revealed that the GokEvolution was valuable in measuring attention through its use of EEG–BCI technology. The ADHD group showed lower levels of attention and more variability in brain attentional responses when compared to the control group. The application was able to map the low attention profiles of the ADHD group when compared to the control group and could distinguish between participants who completed the task and those who did not. Therefore, this system could potentially be used in clinical settings as a screening tool for early detection of attentional traits in order to prevent their development.

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Masson, Nicolas, Clément Letesson, and Mauro Pesenti. "Time course of overt attentional shifts in mental arithmetic: Evidence from gaze metrics." Quarterly Journal of Experimental Psychology 71, no. 4 (January 1, 2018): 1009–19. http://dx.doi.org/10.1080/17470218.2017.1318931.

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Processing numbers induces shifts of spatial attention in probe detection tasks, with small numbers orienting attention to the left and large numbers to the right side of space. This has been interpreted as supporting the concept of a mental number line with number magnitudes ranging from left to right, from small to large numbers. Recently, the investigation of this spatial-numerical link has been extended to mental arithmetic with the hypothesis that solving addition or subtraction problems might induce attentional displacements, rightward or leftward, respectively. At the neurofunctional level, the activations elicited by the solving of additions have been shown to resemble those induced by rightward eye movements. However, the possible behavioural counterpart of these activations has not yet been observed. Here, we investigated overt attentional shifts with a target detection task primed by addition and subtraction problems (2-digit ± 1-digit operands) in participants whose gaze orientation was recorded during the presentation of the problems and while calculating. No evidence of early overt attentional shifts was observed while participants were hearing the first operand, the operator or the second operand, but they shifted their gaze towards the right during the solving step of addition problems. These results show that gaze shifts related to arithmetic problem solving are elicited during the solving procedure and suggest that their functional role is to access, from the first operand, the representation of the result.

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Zhou, Qing, Claire Hofer, Nancy Eisenberg, Mark Reiser, Tracy L. Spinrad, and Richard A. Fabes. "The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school-age years." Developmental Psychology 43, no. 2 (2007): 369–85. http://dx.doi.org/10.1037/0012-1649.43.2.369.

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Katz, Curren, Hannes Hoesterey, and André Knops. "A role for attentional reorienting during approximate multiplication and division." Journal of Numerical Cognition 3, no. 2 (December 22, 2017): 246–69. http://dx.doi.org/10.5964/jnc.v3i2.62.

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When asked to estimate the outcome of arithmetic problems, participants overestimate for addition problems and underestimate for subtraction problems, both in symbolic and non-symbolic format. This bias is referred to as operational momentum effect (OM). The attentional shifts account holds that during computation of the outcome participants are propelled too far along a spatial number representation. OM was observed in non-symbolic multiplication and division while being absent in symbolic multiplication and division. Here, we investigate whether (a) the absence of the OM in symbolic multiplication and division was due to the presentation of the correct outcome amongst the response alternatives, putatively triggering verbally mediated fact retrieval, and whether (b) OM is correlated with attentional parameters, as stipulated by the attentional account. Participants were presented with symbolic and non-symbolic multiplication and division problems. Among seven incorrect response alternatives participants selected the most plausible result. Participants were also presented with a Posner task, with valid (70%), invalid (15%) and neutral (15%) cues pointing to the position at which a subsequent target would appear. While no OM was observed in symbolic format, non-symbolic problems were subject to OM. The non-symbolic OM was positively correlated with reorienting after invalid cues. These results provide further evidence for a functional association between spatial attention and approximate arithmetic, as stipulated by the attentional shifts account of OM. They also suggest that the cognitive processes underlying multiplication and division are less prone to spatial biases compared to addition and subtraction, further underlining the involvement of differential cognitive processes.

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Hagström, Kati, Outi Saarenpää-Heikkilä, Sari-Leena Himanen, Anna-Maria Lampinlampi, and Kati Rantanen. "Neurobehavioral Outcomes in School-Aged Children with Primary Snoring." Archives of Clinical Neuropsychology 35, no. 4 (December 9, 2019): 401–12. http://dx.doi.org/10.1093/arclin/acz053.

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Abstract Objective We assess behavioral and attentional problems and neurocognitive functioning in school-aged children with primary snoring (PS). Methods Seventeen children with PS and 27 non-snoring peers aged 6–10 years took part in the study. All children underwent a polysomnography (PSG) at the Sleep Laboratory. Snoring was defined by parents and with PSG. Children with obstructive sleep apnea were excluded. The parents completed the Sleep Disturbance Scale for Children. Parents and teachers assessed behavioral and attentional problems with the Child Behavior Checklist and the Conners’ Rating Scale-Revised. Neuropsychological assessment included the Wechsler Intelligence Scale for Children and the Developmental Neuropsychological Assessment (NEPSY test). Results The PS group had significantly more parent-reported internalizing, total, and attentional problems than the control group. Teachers did not report behavioral problems in the PS group. The PS and control groups had equal IQ scores and similar core neurocognitive functions, except for one visuospatial subtest. The PS group had significantly more inspiratory flow limitation and increased diaphragmatic electromyography compared with the controls. Parents reported significantly more daytime sleepiness in the PS group. Daytime sleepiness and snoring time were consistently associated with more behavioral and attentional problems. Flow limitation and more oxygen saturation values under 90% were associated with attentional problems, higher oxygen desaturation index, and lower mean oxygen saturation percentage with reduced language functions. Conclusions Snoring with an increase in respiratory effort without apneas and hypopneas and parent-reported daytime sleepiness may be linked to daytime symptoms. School-aged children with PS are at risk for behavioral and attentional problems, but not cognitive impairments.

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Roscani, Alessandra Nazareth Caine Pereira, and Edinêis de Britto Guirardello. "Attention Demands in the Workplace and the Capacity to Direct Attention of Nurses." Revista Latino-Americana de Enfermagem 18, no. 4 (August 2010): 778–85. http://dx.doi.org/10.1590/s0104-11692010000400017.

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This was a descriptive, correlational study designed to evaluate the capacity to direct attention (CDA) of the nurse and to verify an association between the CDA and attention demand situations. For data collection the instruments used were: the Attentional Function Index and the Directed Attention Demands. The participants were 169 nurses of a teaching hospital in the State of São Paulo. The mean perception of performance or CDA was 60.4 which differed between the variables: unit of work (p=0.013), work hours (p=0.044), presence of health problems (p=0.026) and problems of a psychological nature (p=0.005). There was a negative association between the situations of demand and CDA (r = - 0.294, p<0.0001). It was concluded that nurses showed good CDA, which was related to some professional and demographic variables, and the higher the attentional demands, the lower the CDA.

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Salomone, Simona, Grainne R. Fleming, Jessica Bramham, Redmond G. O’Connell, and Ian H. Robertson. "Neuropsychological Deficits in Adult ADHD: Evidence for Differential Attentional Impairments, Deficient Executive Functions, and High Self-Reported Functional Impairments." Journal of Attention Disorders 24, no. 10 (January 14, 2016): 1413–24. http://dx.doi.org/10.1177/1087054715623045.

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Objective: This study is aimed to investigate neuropsychological deficits in adult ADHD. Method: Neuropsychological deficits in terms of executive functions, divided, selective, and sustained attention, were investigated in a group of adults with ADHD using a series of neuropsychological tests as well as electroencephalography (EEG). Subjective ratings of everyday life attention and memory problems were also collected. Results: Adults with ADHD showed impairments in executive functions, divided attention and sustained attention, compared with adult controls. Performance on selective attention tasks in adults with ADHD was instead no different from control participants’ performance. EEG results confirmed neuropsychological findings by showing a selective impairment on P3 event-related potential (ERP) amplitude indicative of sustained attention deficits. Higher subjective ratings of everyday attentional and memory problems were also found in the ADHD group compared with the control group. Conclusion: This pattern of results suggests differential impairments of attentional skills. Impaired executive functions and higher subjective functional impairments were also found.

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Carroll, Annemaree. "Current Perspectives on Attention Deficit Hyperactivity Disorder: A Review of Literature." Australasian Journal of Special Education 18, no. 1 (1994): 15–24. http://dx.doi.org/10.1017/s1030011200023022.

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During the past decade, research on Attention Deficit Hyperactivity Disorder (ADHD) has increased substantially. As the quantity and quality of research have improved, a more optimistic perspective of the disorder has begun to emerge. To address this issue, this paper summarises the characteristics and related attentional problems of children with disorders of attention. Attentional processes in theories of observational learning are discussed and the link between observational learning and social skills training are addressed. The literature review also suggests current intervention strategies, and promising avenues for future research.

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Cornblatt, Barbara A., Mark F. Lenzenweger, Robert H. Dworkin, and L. Erlenmeyer-Kimling. "Childhood Attentional Dysfunctions Predict Social Deficits in Unaffected Adults at Risk for Schizophrenia." British Journal of Psychiatry 161, S18 (October 1992): 59–64. http://dx.doi.org/10.1192/s0007125000297067.

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Converging lines of evidence suggest that attentional dysfunctions are indicators of a biological susceptibility to some forms of schizophrenia. More specifically, following the criteria outlined by Holzman (1983), impaired attention can be considered a potential biological marker because of the: (a) well replicated association between schizophrenia and attentional dysfunctions in patients, both when in episode and in remission (Nuechterlein & Dawson, 1984); (b) evidence that attentional problems can be detected in unaffected first-degree adult relatives of schizophrenic patients (Wood & Cook, 1979; Keefe et al, 1989, Steinhauer et al, 1991) (c) reports from a number of high-risk studies that attentional deficits pre-date clinical symptoms by many years (Rutschmann et al, 1977; Nuechterlein, 1983; Cornblatt & Erlenmeyer-Kimling, 1985; Mirsky et al, 1986; Erlenmeyer-Kimling & Cornblatt, 1987b; Mirsky, 1988) and (4) preliminary results suggesting that attention per se is genetically transmitted (Cornblatt et al, 1988).

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O'Keeffe, M. J., M. O'Callaghan, G. M. Williams, J. M. Najman, and W. Bor. "Learning, Cognitive, and Attentional Problems in Adolescents Born Small for Gestational Age." PEDIATRICS 112, no. 2 (August 1, 2003): 301–7. http://dx.doi.org/10.1542/peds.112.2.301.

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Masson, Nicolas, and Mauro Pesenti. "Attentional Bias Induced by Solving Simple and Complex Addition and Subtraction Problems." Quarterly Journal of Experimental Psychology 67, no. 8 (August 2014): 1514–26. http://dx.doi.org/10.1080/17470218.2014.903985.

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Areces, Débora, Trinidad García, Paloma González-Castro, David Alvarez-García, and Celestino Rodríguez. "Naming speed as a predictive diagnostic measure in reading and attentional problems." Child Neuropsychology 24, no. 8 (October 20, 2017): 1115–28. http://dx.doi.org/10.1080/09297049.2017.1391191.

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MARCOTTE, ANN C., PAMELA V. THACHER, MERYL BUTTERS, JENNIFER BORTZ, CHRISTINE ACEBO, and MARY A. CARSKADON. "Parental Report of Sleep Problems in Children with Attentional and Learning Disorders." Journal of Developmental & Behavioral Pediatrics 19, no. 3 (June 1998): 178–86. http://dx.doi.org/10.1097/00004703-199806000-00005.

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Hagerman, Randi. "Learning Disabilities and Attentional Problems in Boys With the Fragile X Syndrome." Archives of Pediatrics & Adolescent Medicine 139, no. 7 (July 1, 1985): 674. http://dx.doi.org/10.1001/archpedi.1985.02140090036021.

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Nelson, Andrea L., and Christine Purdon. "Non-Erotic Thoughts, Attentional Focus, and Sexual Problems in a Community Sample." Archives of Sexual Behavior 40, no. 2 (December 7, 2010): 395–406. http://dx.doi.org/10.1007/s10508-010-9693-1.

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Piquard, Ambre, Lucette Lacomblez, Christian Derouesné, and Eric Siéroff. "Problems inhibiting attentional capture by irrelevant stimuli in patients with frontotemporal dementia." Brain and Cognition 70, no. 1 (June 2009): 62–66. http://dx.doi.org/10.1016/j.bandc.2008.12.008.

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Zimmerman, F. J., and D. A. Christakis. "Associations Between Content Types of Early Media Exposure and Subsequent Attentional Problems." PEDIATRICS 120, no. 5 (November 1, 2007): 986–92. http://dx.doi.org/10.1542/peds.2006-3322.

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Cruces, Laura, Beatriz Gil-Gómez de Liaño, and Jeremy M. Wolfe. "Can Hybrid Foraging tasks help us to understand attentional problems in development?" Journal of Vision 21, no. 9 (September 27, 2021): 2243. http://dx.doi.org/10.1167/jov.21.9.2243.

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Kercood, Suneeta, Sydney S. Zentall, and David L. Lee. "Focusing attention to deep structure in math problems: Effects on elementary education students with and without attentional deficits." Learning and Individual Differences 14, no. 2 (January 2004): 91–105. http://dx.doi.org/10.1016/j.lindif.2003.09.001.

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Schubert, Torsten, and Peter A. Frensch. "How unitary is the capacity-limited attentional focus?" Behavioral and Brain Sciences 24, no. 1 (February 2001): 146–47. http://dx.doi.org/10.1017/s0140525x01533920.

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Cowan assumes a unitary capacity-limited attentional focus. We argue that two main problems need to be solved before this assumption can complement theoretical knowledge about human cognition. First, it needs to be clarified what exactly the nature of the elements (chunks) within the attentional focus is. Second, an elaborated process model needs to be developed and testable assumptions about the proposed capacity limitation need to be formulated.

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Bastiaansen, J. A., A. M. van Roon, J. K. Buitelaar, and A. J. Oldehinkel. "Mental Health Problems are Associated with Low-Frequency Fluctuations in Reaction Time in A Large General Population Sample. The TRAILS Study." European Psychiatry 30, no. 2 (February 2015): 347–53. http://dx.doi.org/10.1016/j.eurpsy.2014.03.005.

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AbstractBackground:Increased intra-subject reaction time variability (RT-ISV) as coarsely measured by the standard deviation (RT-SD) has been associated with many forms of psychopathology. Low-frequency RT fluctuations, which have been associated with intrinsic brain rhythms occurring approximately every 15–40 s, have been shown to add unique information for ADHD. In this study, we investigated whether these fluctuations also relate to attentional problems in the general population, and contribute to the two major domains of psychopathology: externalizing and internalizing problems.Methods:RT was monitored throughout a self-paced sustained attention task (duration: 9.1 ± 1.2 min) in a Dutch population cohort of young adults (n = 1455, mean age: 19.0 ± 0.6 years, 55.1% girls). To characterize temporal fluctuations in RT, we performed direct Fourier Transform on externally validated frequency bands based on frequency ranges of neuronal oscillations: Slow-5 (0.010–0.027 Hz), Slow-4 (0.027–0.073 Hz), and three additional higher frequency bands. Relative magnitude of Slow-4 fluctuations was the primary predictor in regression models for attentional, internalizing and externalizing problems (measured by the Adult Self-Report questionnaire). Additionally, stepwise regression models were created to investigate (a) whether Slow-4 significantly improved the prediction of problem behaviors beyond the RT-SD and (b) whether the other frequency bands provided important additional information.Results:The magnitude of Slow-4 fluctuations significantly predicted attentional and externalizing problems and even improved model fit after modeling RT-SD first (R2 change = 0.6%, P < .01). Subsequently, adding Slow-5 explained additional variance for externalizing problems (R2 change = 0.4%, P < .05). For internalizing problems, only RT-SD made a significant contribution to the regression model (R2 = 0.5%, P < .01), that is, none of the frequency bands provided additional information.Conclusions:Low-frequency RT fluctuations have added predictive value for attentional and externalizing, but not internalizing problems beyond global differences in variability. This study extends previous findings in clinical samples of children with ADHD to adolescents from the general population and demonstrates that deconstructing RT-ISV into temporal components can provide more distinctive information for different domains of psychopathology.

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Bogičević, Lilly, Marjolein Verhoeven, and Anneloes L. van Baar. "Distinct Profiles of Attention in Children Born Moderate-to-Late Preterm at 6 Years." Journal of Pediatric Psychology 45, no. 6 (June 1, 2020): 685–94. http://dx.doi.org/10.1093/jpepsy/jsaa038.

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Abstract Objective Attention difficulties are commonly reported by caregivers in school-aged children born moderate-to-late preterm (MLPT; 32–36 weeks’ gestation). We aimed to assess distinct aspects of attentional functioning (i.e. orienting, alerting and executive attention, processing speed and behavioral components) in children born MLPT and full term (FT), profiles of attentional functioning, and associated risk factors such as preterm birth. Methods Participants were 170 (87 MLPT and 83 FT) children, evaluated on cognitive and behavioral attention aspects at 6 years of age. We used a variable-centered approach to compare attentional functioning of children born MLPT and FT at group level, and a person-centered approach to identify profiles of attentional functioning. Neonatal and demographic characteristics of these profiles were compared. Results The variable-centered approach showed that at group level children born MLPT had poorer orienting attention and processing speed, and behavioral attention than children born FT. The person-centered approach revealed four profiles: (a) normal attentional functioning, (b) overall poorer attention, (c) poorer cognitive attention, and (d) behavioral attention problems. Children born MLPT were overrepresented in each of the suboptimal attention profiles, and were more dispersed across profiles than children born FT. Conclusions Children born MLPT are at increased risk of difficulties in some attention aspects, but at group level differences with children born FT are small. However, children born MLPT show considerable variation in the nature of attention difficulties and are twice as likely to show a suboptimal attention profile, indicating a cumulation of poorer attention scores.

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