Exam 2: ADHD

Question 1

What is attention?

Answer 1

Focus on one thing, keep other things out, the ability to be aware of what is going on around you.

Question 2

How does attention effect WHAT we learn?

Answer 2

targeted selection of information from complex array of stimuli

Question 3

How does attention effect HOW MUCH we learn?

Answer 3

efficacy of information encoding

Question 4

Describe how attention is BIDIRECTIONAL.

Answer 4

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

Question 5

we define WHAT attention is through

Answer 5

1) components of attention

2) development of attention networks

Question 6

What is function of attention (WHY)?

Answer 6

learning through environmental complexity

Question 7

Definition of Attention

Answer 7

ability to allocate limited cognitive resources to relevant stimuli out of all the possible stimuli in our environment.

Question 8

Selective Attention

Answer 8

attend to relevant stimuli and avoid distraction by irrelevant stimuli “attention spotlight”: scan for relevant features: yellow flags, red shirts.

Question 9

Sustained Attention

Answer 9

maintain an alert state over extended periods of time: “paying attention”, concentration

Question 10

What are the 3 overlapping components of attention that rely on independent neural networks?

Answer 10

1) Alerting/vigilance
2) Orienting/selecting
3) Executive Attention

Question 11

Alerting: What is vigilance?

Answer 11

preparedness to respond

Question 12

Alerting: What is sustained attention?

Answer 12

maintained engagement over time

Question 13

What is orienting and selection (broadly)?

And what network is involved?

Answer 13

Allocating processing resources to specific objects, location, and events

Frontoparietal selective attention network: frontal eye fields, IPL, SPL, cortical

Question 14

Orienting and Selection:

Exogenous vs. endogenous

Answer 14

Exogenous- reflexive, bottom-up

Endogenous- effortful, top-down

Question 15

Orienting and Selection:

Overt vs. Covert

Answer 15

Overt attention- gaze directly focused on something

Covert attention- gaze/attention dissociated, peripheral gaze.

Question 16

Orienting and selecting:

disengagement

Answer 16

release attention from current stimulus

Question 17

Orienting and selecting:

Move

Answer 17

shift attention to new stimulus

Question 18

Orienting and selecting:

Enhance

Answer 18

attend to new stimulus to enhance processing

Question 19

Visual Selective Attention

Answer 19

Frontoparietal selection attention network modulate neural

Enhanced activity = attended stimulus

Suppressed activity = irrelevant stimulus

Question 20

What is the net results of visual selective attention in frontoparietal selective attention network?

Answer 20

enhanced perceptual processing of attended stimulus:

contrast sensitivity, visual acuity, spatial resolution, target detection

Question 21

Executive Attention

Answer 21

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.

Question 22

Goal orienting behavior

Answer 22

focused attention, flexible updating,

Pervasive- ASD
Distractible- ADHD

Question 23

Adaptive cognitive control reflects a balance between

Answer 23

using on task-relevant stimuli and remain sensitive to novel information

Question 24

Cognitive control network

Answer 24

task switching, updating, conflict resolution, working memory

Acc DLPRC PPC

Main Point: Lots of overlap

Question 25

Development of attention skills is characterized by

Answer 25

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

Question 26

Amos and Scerif attention network development.

Dorsal attention Network:

Feedback and feedforward connectivity

Answer 26

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

Question 27

According to Amso and Scerif,

disruptions in ________may negatively impact the developing integration of attention networks

Answer 27

low-or mid-level sensory regions

Question 28

What is the core deficit model?

older view

Answer 28

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

Question 29

(Newer view) Atypical attention development will be best understood by examining…

Answer 29

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

Question 30

How do we begin to learn from complex array of multiple competing stimuli in our environment?

Answer 30

1) Focused attention

2) Flexible updating

Question 31

Focused attention

Answer 31

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

Question 32

Flexible Updating

Answer 32

Updating based on competing information that is relevant to learning task

Learning from lesson-relevant distractors

Question 33

ADHD struggle with

Answer 33

control aspect

Question 34

Adaptive cognitive control reflects a balance between what two things?

Answer 34

focusing on task-relevant stimuli and remaining sensitive to novel information.

Question 35

Markant’s study on 3-5 year old children in classroom

Answer 35

children spend more time looking at relevant distractor, especially mixed condition

increase relevant distractors beneficial for learning in mixed condition

Question 36

Flexible updating in Markant’s studies

Answer 36

Children selected Relevant and irrelevant information at different rates.

Looking to relevant and irrelevant information influenced learning of lesson content.

Question 37

What is default mode network, what does activity reflect?

Answer 37

ASD/ADHD- difficulty pinning down range of differences in ADHD/ASD correlated with atypical attention

ADHD-central executive dysfunction