Attention

Breckenridge, Kate; Atkinson, Janette; Braddick, Oliver

doi:10.1093/acprof:oso/9780199594818.003.0040

Cited by 7 publications

(10 citation statements)

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“…One could argue that looking at fewer landmarks relates to attentional mechanisms, but this does not sit well with data that indicates that selective attention in WS is at the level expected for their mental age (Breckenridge et al . ). Individuals with WS are purported to have a local or featural processing style for some types of spatial tasks (see Farran & Jarrold ).…”

Section: Discussionmentioning

confidence: 97%

Route‐learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome

Farran

Formby

Daniyal³

et al. 2016

J intellect Disabil Res

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Section: Discussionmentioning

confidence: 97%

Route‐learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome

Farran

Formby

Daniyal³

et al. 2016

J intellect Disabil Res

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“…Visual attention is an obvious candidate. In a review of attention in WS, Breckenridge, Atkinson and Braddick () note that WS samples scored at a mental‐age‐appropriate level on the flanker task, which assessed selective attention, but below mental age level on a visual search task; inhibition and set shifting tasks. However, sustained attention was above mental age level.…”

Section: Discussionmentioning

confidence: 99%

The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments

Purser

Farran

Courbois

et al. 2014

Developmental Science

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The ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in Down syndrome (N = 50), Williams syndrome (N = 19), and typically developing children between 5 and 11 years old (N = 108); to investigate use of landmarks; and to relate cognitive functions to route-learning ability in these groups. Overall, measures of attention and long-term memory were strongly associated with route learning, even once non-verbal ability was controlled for. All of the groups, including 5-to 6-year-old TD children, demonstrated the ability to make use of all landmark types to aid route learning; those near junctions, those further from junctions, and also distant landmarks (e.g. church spire, radio mast). Individuals with WS performed better than a matched subset of TD children on more difficult routes; we suggest that this is supported by relatively strong visual feature recognition in the disorder. Participants with DS who had relatively high levels of non-verbal ability performed at a similar level to TD participants. Research highlights• Individuals with Williams syndrome performed better than a matched subset of typically developing children on more difficult routes.• Measures of attention and long-term memory were strongly associated with route learning.

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“…However, there is a strong need for the same approach in the preschool age range. The new Early Childhood Attention Battery (ECAB), which we have developed (Breckenridge et al., unpublished data; Breckenridge et al 52 …”

Section: The Profile Of Attentional Abilities In Development: the Earmentioning

confidence: 99%

“…An ECAB study of Williams syndrome and Down syndrome groups 52 has enabled such profiles to be determined and compared. Figure 2 illustrates that, in both Williams syndrome and Down syndrome, attention scores tended to be below the overall cognitive level indicated by Weschler Preschool and Primary Scale of Intelligence test scores.…”

Section: Deficits Of Attention In Infants and Preschool Childrenmentioning

confidence: 99%

Visual attention in the first years: typical development and developmental disorders

Atkinson

Braddick

2012

Develop Med Child Neuro

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101

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ABBREVIATIONS ECAB Early Childhood Attention Battery ADHD Attention-deficit-hyperactivity disorderThe development of attention is critical for the young child's competence in dealing with the demands of everyday life. Here we review evidence from infants and preschool children regarding the development of three neural subsystems of attention: selective attention, sustained attention, and attentional (executive) control. These systems overlap with dorsal cortical visual streams and their disorders are related to the general hypothesis of 'dorsal stream vulnerability'. Infants' ability to control spatial selective attention can be measured using the 'Fixation Shift' task. From around 4 months of age, infants start to show cortical control in disengaging to switch between competing targets. Fixation shifts have proved to be an effective early indicator of attentional disorders associated with perinatal brain damage. Executive function emerges slowly, starting around 1 year of age. The new Early Childhood Attention Battery has identified the three attention subsystems as distinct before 5 years of age in typical development and allows assessment of individual attention profiles across these subsystems. The Early Childhood Attention Battery is now being used to identify specific profiles associated with developmental syndromes such as Williams, Down, and fragile X. These new methods offer the possibility of very early identification of attention disorders, raising the challenge of effective remediation and treatment at an early age.

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Attention

Cited by 7 publications

References 0 publications

Route‐learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome

Route‐learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome

The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments

Visual attention in the first years: typical development and developmental disorders

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