Do Specific Attention Deficits Need Specific Training?

Sturm, Walter; Hinckeldey, Klaus Willmes-von; Orgass, B.; Hartje, Wolfgang

doi:10.1080/713755526

Cited by 241 publications

(149 citation statements)

References 31 publications

Supporting

Mentioning

128

Contrasting

Unclassified

Order By: Relevance

“…It is likely that different executive processes are implemented by separate, albeit interactive, frontal areas (Stuss, Shallice, Alexander, & Picton, 1995;Umiltà & Stablum, 1998; but see Duncan, 1995). Impairments of the executive system have been reported in a variety of normal and pathological states that involve the frontal lobes, including aging (West, 1996), traumatic brain injury (Strum, Willmes, Orgass, & Hartje, 1997), frontal strokes (Duncan, 1986), dementias (Parasuraman & Greenwood, 1998), schizophrenia (Frith, 1992), and attention deficit disorder (Barkley, 1998). Disruptions of corticostriatal loops, such as those evidenced in Parkinson's disease, also lead to deficits in executive processes (Hayes, Davidson, Keele, & Rafal, 1998).…”

Section: Executive Systemmentioning

confidence: 99%

Executive Attention and Metacognitive Regulation

Fernandez-Duque

Baird

Posner

2000

Consciousness and Cognition

521

316

View full text Add to dashboard Cite

Metacognition refers to any knowledge or cognitive process that monitors or controls cognition. We highlight similarities between metacognitive and executive control functions, and ask how these processes might be implemented in the human brain. A review of brain imaging studies reveals a circuitry of attentional networks involved in these control processes, with its source located in midfrontal areas. These areas are active during conflict resolution, error correction, and emotional regulation. A developmental approach to the organization of the anatomy involved in executive control provides an added perspective on how these mechanisms are influenced by maturation and learning, and how they relate to metacognitive activity. © 2000 Academic PressMetacognitively sophisticated children or adults are like busy executives, analyzing new problems, judging how far they are from the goal, allocating attention, selecting a strategy, attempting a solution, monitoring the success or failure of current performance, and deciding whether to change to a different strategy.-J. H. Flavell, P. H. Miller, and S. A. Miller, Cognitive Development

show abstract

Section: Executive Systemmentioning

confidence: 99%

Executive Attention and Metacognitive Regulation

Fernandez-Duque

Baird

Posner

2000

Consciousness and Cognition

521

316

View full text Add to dashboard Cite

show abstract

“…It is possible, however, that the failure to find positive effects of direct retraining is the consequence of a strong relation between the nature of the training program and the pattern of cognitive improvement (Sohlberg & Mateer, 1987;Sturm et al, 1997). If so, improvements in specific cognitive functions may vary from study to study and could be masked by the aggregation of results across studies.…”

Section: Review Of Individual Studiesmentioning

confidence: 99%

Effectiveness of attention rehabilitation after an acquired brain injury: A meta-analysis.

Park¹,

Ingles²

2001

Neuropsychology

219

View full text Add to dashboard Cite

The efficacy of attention rehabilitation after an acquired brain injury was examined metaanalytically. Thirty studies with a total of 359 participants met the authors' selection criteria. Studies were categorized according to whether training efficacy was evaluated by comparing pre-and posttraining scores only or included a control condition as well. Performance improved significantly (using the d + statistic) after training in pre-post only studies but not in pre-post with control studies. Further analyses showed that specific-skills training significantly improved performance of tasks requiring attention but that the cognitive-retraining methods included in the meta-analysis did not significantly affect outcomes. These findings demonstrate that acquired deficits of attention are treatable using specific-skills training. Implications of these results for rehabilitation theory and future research are discussed.

show abstract

“…Improvements in speed of processing appear to be less robust than improvements on non-speeded tasks (Ponsford and Kinsella, 1988;Ethier et al, 1989;Sturm et al, 1997). Moreover, several studies also suggest greater benefits of attention training on more complex tasks requiring selective or divided attention than on basic tasks of reaction time or vigilance (Sturm and Wilmes, 1991;Gray et al, 1992;Sturm et al, 1997).…”

Section: Post-acutementioning

confidence: 99%

“…Thirteen studies were reviewed by Cicerone et al (2000), including three class I prospective RCTs (Niemann et al, 1990;Gray et al, 1992;Novack et al, 1996), four class II controlled studies (Sohlberg & Mateer, 1987, Strache, 1987Ponsford and Kinsella, 1988;Sturm and Wilmes, 1991); and six Class III studies (Wood, 1986;Ethier et al, 1989;Gray and Robertson, 1989;Gansler and McCaffrey, 1991;Wilson and Robertson, 1992;Sturm et al, 1997). Most controlled studies compared attention training with an alternative treatment, without including a no-treatment condition; a very important distinction is between studies conducted in the acute and postacute stage.…”

Section: Recommendationmentioning

confidence: 99%