Visual Attention to Global and Local Stimulus Properties in 6‐Month‐Old Infants: Individual Differences and Event‐Related Potentials

Guy, Maggie W.; Reynolds, Greg D.; Zhang, Dantong

doi:10.1111/cdev.12053

Cited by 27 publications

(34 citation statements)

References 75 publications

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“…For example, systematic research on infant looking styles has demonstrated that infants who, on average, make shorter glances to novel stimuli both process information more rapidly, and typically encode global features rather than local features (Colombo, Freeseman, Coldren & Frick, 1995;Guy, Reynolds & Zhang, 2013).…”

Section: Processing Speedmentioning

confidence: 99%

Executive function in the first three years of life: Precursors, predictors and patterns

Hendry

Jones

Charman

2016

Developmental Review

191

177

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Executive function (EF) underpins the ability to set goals and work towards those goals by co-ordinating thought and action. Its emergence during the first 3 years of life is understudied, largely due to the limitations that early social, motor and language skills place on performance on traditional EF tasks. Nevertheless, across the fields of cognitive psychology, neuroscience, social development and temperament research, evidence is amassing of meaningful precursors and predictors of EF. This review draws together the evidence, highlighting methodological considerations and areas of theoretical debate, and identifies 4 domains critical to the development of EF: control of attention, self-regulation, processing speed and cognitive flexibility. Individual differences within these domains have clinical significance both in terms of the identification of risk markers for later executive dysfunction and for the target or delivery of early intervention to ameliorate this risk. By the end of the third year, typically-developing infants are able to selectively employ impulse control and cognitive flexibility to achieve goal-directed responses to novel situations. KeywordsExecutive function, cognitive development, infancy, regulation, attention, effortful control EXECUTIVE FUNCTION IN THE FIRST 3 YEARS OF LIFE 3 What is Executive Function and Why is it Important?Executive function (EF) can be described as the cognitive toolkit of success. It underpins the ability to set goals and work towards those goals by co-ordinating thought and action, particularly in new situations. The precise nature of the 'tools' in the 'kit' is a matter of considerable debate, but they are largely considered to be higher-order self-regulatory processes, including the control of attention and motor responses, resistance to interference, and delay of gratification (Carlson, Mandell & Williams, 2004;Diamond, 2013;Jurado & Rosselli, 2007), or, as Barkley puts it "those self-directed actions needed to choose goals and to create, enact, and sustain actions toward those goals" (Barkley, 2012, p. 60).From its emergence in very early childhood through to its decline in late adulthood, EF supports and constrains an individual's ability to learn and thrive across their lifespan (Diamond, 2013). Not only does early EF have strong links to children's later social and academic functioning (Blair & Peters Razza, 2007; Eisenberg et al., 2009) but difficulties with some EFs are implicated in a range of disorders including Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) (Barkley, 1997;Ozonoff, Pennington & Rogers, 1991;Rommelse, Geurts, Franke, Buitelaar & Hartman, 2011). However, currently executive dysfunction is primarily detected during a child's school years. By developing our understanding of the developmental pathway(s) involved in EF we may be able to monitor and intervene in cases where emergent EF is delayed or disrupted, whilst the brain is most responsive to treatment (Johnson, 2012;Wass, 2015). Goals and ...

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Section: Processing Speedmentioning

confidence: 99%

Executive function in the first three years of life: Precursors, predictors and patterns

Hendry

Jones

Charman

2016

Developmental Review

191

177

View full text Add to dashboard Cite

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“…A significant reduction in the amplitude of the LSW has been routinely observed across repeated stimulus presentations. Thus, the LSW is believed to be associated with stimulus encoding and infant recognition memory (de Haan & Nelson, ; Guy, Reynolds, Mosteller, & Dixon, ; Guy, Reynolds, & Zhang, ; Nelson & Collins, , ; Reynolds, Guy, & Zhang, ; Snyder, ; Snyder, Webb, & Nelson, ; Webb et al., ; Wiebe et al., ).…”

Section: Preferential Looking Measures Of Infant Visual Attention Andmentioning

confidence: 99%

Infant Visual Attention and Stimulus Repetition Effects on Object Recognition

Reynolds

Richards

2017

Child Development

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This study examined behavioral, heart rate (HR), and event-related potential (ERP) correlates of attention and recognition memory for 4.5-, 6-, and 7.5-month-old infants (N = 45) during stimulus encoding. Attention was utilized as an independent variable using HR measures. The Nc ERP component associated with attention and the late slow wave (LSW) associated with recognition memory were analyzed. The 7.5-month-olds demonstrated a significant reduction in Nc amplitude with stimulus repetition. This reduction in Nc was not found for younger infants. Additionally, infants only demonstrated differential LSW amplitude based on stimulus type on attentive trials as defined by HR changes. These findings indicate that from 4.5 to 7.5 months, infants' attentional engagement is influenced by an increasingly broader range of stimulus characteristics.

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“…To explore this possibility, Guy, Reynolds, & Zhang (2013) utilized hierarchical patterns to examine global and local processing in 6-month-olds. Short- and long-looking infants were familiarized with a hierarchical pattern.…”

Section: Neural Measures Of Visual Attention and Object Recognition Imentioning

confidence: 99%

“…The global-precedence effect is characteristic of a mature and efficient visual processing strategy (Kimchi, 1992), and these differences in processing strategy would explain the long-lookers inability to fully process the more complex objects used as stimuli by Reynolds and colleagues (2011). Although these two sets of findings (Guy et al, 2013; Reynolds et al, 2011) indicate that an infant’s attentional style influences early recognition memory, because infants in these studies were familiarized with the repeated stimulus in a familiarization phase prior to the ERP testing the findings do not provide insight into exactly how attention influences stimulus encoding and subsequent recognition memory.…”

Section: Neural Measures Of Visual Attention and Object Recognition Imentioning

confidence: 99%

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Infant visual attention and object recognition

Reynolds

2015

Behavioural Brain Research

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This paper explores the role visual attention plays in the recognition of objects in infancy. Research and theory on the development of infant attention and recognition memory are reviewed in three major sections. The first section reviews some of the major findings and theory emerging from a rich tradition of behavioral research utilizing preferential looking tasks to examine visual attention and recognition memory in infancy. The second section examines research utilizing neural measures of attention and object recognition in infancy as well as research on brain-behavior relations in the early development of attention and recognition memory. The third section addresses potential areas of the brain involved in infant object recognition and visual attention. An integrated synthesis of some of the existing models of the development of visual attention is presented which may account for the observed changes in behavioral and neural measures of visual attention and object recognition that occur across infancy.

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Visual Attention to Global and Local Stimulus Properties in 6‐Month‐Old Infants: Individual Differences and Event‐Related Potentials

Cited by 27 publications

References 75 publications

Executive function in the first three years of life: Precursors, predictors and patterns

Executive function in the first three years of life: Precursors, predictors and patterns

Infant Visual Attention and Stimulus Repetition Effects on Object Recognition

Infant visual attention and object recognition

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