Exam 2: ADHD Flashcards
What is attention?
Focus on one thing, keep other things out, the ability to be aware of what is going on around you.
How does attention effect WHAT we learn?
targeted selection of information from complex array of stimuli
How does attention effect HOW MUCH we learn?
efficacy of information encoding
Describe how attention is BIDIRECTIONAL.
previously learned information guides attention
examples: selection history, reward learning, probabilistic learning,
More likely to attend to information you have learned.
How knowledge gets built up over time
we define WHAT attention is through
1) components of attention
2) development of attention networks
What is function of attention (WHY)?
learning through environmental complexity
Definition of Attention
ability to allocate limited cognitive resources to relevant stimuli out of all the possible stimuli in our environment.
Selective Attention
attend to relevant stimuli and avoid distraction by irrelevant stimuli “attention spotlight”: scan for relevant features: yellow flags, red shirts.
Sustained Attention
maintain an alert state over extended periods of time: “paying attention”, concentration
What are the 3 overlapping components of attention that rely on independent neural networks?
1) Alerting/vigilance
2) Orienting/selecting
3) Executive Attention
Alerting: What is vigilance?
preparedness to respond
Alerting: What is sustained attention?
maintained engagement over time
What is orienting and selection (broadly)?
And what network is involved?
Allocating processing resources to specific objects, location, and events
Frontoparietal selective attention network: frontal eye fields, IPL, SPL, cortical
Orienting and Selection:
Exogenous vs. endogenous
Exogenous- reflexive, bottom-up
Endogenous- effortful, top-down
Orienting and Selection:
Overt vs. Covert
Overt attention- gaze directly focused on something
Covert attention- gaze/attention dissociated, peripheral gaze.
Orienting and selecting:
disengagement
release attention from current stimulus
Orienting and selecting:
Move
shift attention to new stimulus
Orienting and selecting:
Enhance
attend to new stimulus to enhance processing
Visual Selective Attention
Frontoparietal selection attention network modulate neural
Enhanced activity = attended stimulus
Suppressed activity = irrelevant stimulus
What is the net results of visual selective attention in frontoparietal selective attention network?
enhanced perceptual processing of attended stimulus:
contrast sensitivity, visual acuity, spatial resolution, target detection
Executive Attention
selection of goal relevant stimuli and suppression of irrelevant info (ex: color naming naming task)
Allows us to engage in goal orienting behavior.
Select set of information important for goal, inhibit what is not.
Goal orienting behavior
focused attention, flexible updating,
Pervasive- ASD
Distractible- ADHD
Adaptive cognitive control reflects a balance between
using on task-relevant stimuli and remain sensitive to novel information
Cognitive control network
task switching, updating, conflict resolution, working memory
Acc DLPRC PPC
Main Point: Lots of overlap
Development of attention skills is characterized by
increasing control and flexibility
shift from primarily subcortical control in infancy to cortical control over attention
refinement of frontal attention and control networks
executive attention develops throughout adolescence and adulthood
Amos and Scerif attention network development.
Dorsal attention Network:
Feedback and feedforward connectivity
1) Functional activity in sensory regions drives development of rostral regions and long-range network integration
Development of rostral networks supports increased top-down attentional modulation of sensory activity
Modulations of sensory activity further refines network development
According to Amso and Scerif,
disruptions in ________may negatively impact the developing integration of attention networks
low-or mid-level sensory regions
What is the core deficit model?
older view
atypical attention behavior is related to altered neural activity in specific brain regions
restore disrupted functioning in specific regions
example: ADHD EF and motivation hypothesis
(Newer view) Atypical attention development will be best understood by examining…
network dynamics rather than functional activity of individual brain regions.
e.g., ADHD associated with reduced inverse correlation in activity between frontoparietal control network and default network • Treatment implications: individualized; whole-brain network communications
How do we begin to learn from complex array of multiple competing stimuli in our environment?
1) Focused attention
2) Flexible updating
Focused attention
Suppression of competing information promotes more effective encoding of selected target
Beginning at 4 months, orienting to a target while suppressing distraction improves encoding of selected target
Flexible Updating
Updating based on competing information that is relevant to learning task
Learning from lesson-relevant distractors
ADHD struggle with
control aspect
Adaptive cognitive control reflects a balance between what two things?
focusing on task-relevant stimuli and remaining sensitive to novel information.
Markant’s study on 3-5 year old children in classroom
children spend more time looking at relevant distractor, especially mixed condition
increase relevant distractors beneficial for learning in mixed condition
Flexible updating in Markant’s studies
Children selected Relevant and irrelevant information at different rates.
Looking to relevant and irrelevant information influenced learning of lesson content.
What is default mode network, what does activity reflect?
ASD/ADHD- difficulty pinning down range of differences in ADHD/ASD correlated with atypical attention
ADHD-central executive dysfunction
