scholarly journals Sustaining visual attention in the face of distraction: A novel gradual onset continuous performance task

2011 ◽  
Vol 11 (11) ◽  
pp. 127-127 ◽  
Author(s):  
M. Rosenberg ◽  
S. Noonan ◽  
J. DeGutis ◽  
M. Esterman
Keyword(s):  
Visual Attention ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Gradual Onset ◽  
The Face

scholarly journals Characteristics of sustaining attention in a gradual-onset continuous performance task

2018 ◽  
Vol 18 (10) ◽  
pp. 726
Author(s):  
Jihyang Jun ◽  
Roger Remington ◽  
Wilma Koutstaal ◽  
Yuhong Jiang
Keyword(s):  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Gradual Onset

Visual Attention and Hearing Loss: Past and Current Perspectives

2008 ◽  
Vol 19 (10) ◽  
pp. 741-747 ◽  
Author(s):  
Anne Marie Tharpe ◽  
Daniel Ashmead ◽  
Douglas P. Sladen ◽  
Hollea A.M. Ryan ◽  
Ann M. Rothpletz
Keyword(s):  
Visual Attention ◽  
Visual System ◽  
Target Identification ◽  
Flanker Task ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Neural Organization ◽  
Deaf Persons ◽  
Vanderbilt University

Background: It is reasonable to expect that deaf individuals require the use of vision for purposes other than those needed by hearing persons. For example, without the use of hearing, one would need to scan the environment visually to determine if someone was approaching rather than listening for footsteps or a name being called. Furthermore, these experiential differences could alter the development of neural organization of sensory systems of deaf persons. Purpose: To review the evidence-based literature in the area of visual attention and deafness with an emphasis on a series of visual attention studies utilizing several paradigms including the Continuous Performance Task, the Letter Cancellation Task, the Flanker Task, and a self-designed task of target identification in the periphery under distracter and nondistracter conditions conducted at Vanderbilt University. Research Design: Systematic review Results: Collectively, the Vanderbilt studies pointed to a compensatory role that the visual system plays for deaf individuals. Specifically, the visual system appears to play an important role in directing a deaf individual's attention to the near visual periphery. Conclusions: Studies of visual attention in deaf individuals have been mixed in their conclusions about whether altered neural organization results in better or worse visual attention abilities by those who are deaf relative to those with normal hearing. The notion of across-the-board deficits or enhancements in the visual function of deaf individuals is not supported by the literature, nor is there support for the idea that fundamental visual sensory abilities such as acuity or light detection differ between deaf and hearing persons.

The Relationship Between Vigilance Deficits and Traffic Injuries Involving Children

PEDIATRICS ◽  
1995 ◽  
Vol 95 (2) ◽  
pp. 219-224 ◽  
Author(s):  
I. B. Pless ◽  
H. G. Taylor ◽  
L. Arsenault
Keyword(s):  
Traffic Accidents ◽  
Head Injuries ◽  
Delayed Response ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Response Test ◽  
Objective Evidence ◽  
Scale Scores ◽  
Subjective Evidence

Objective. This study was designed to determine whether there is an increased frequency of deficits in impulse control, vigilance, or both, among child bicyclists or pedestrians who have been injured in traffic accidents, as assessed using objective measures and parent and teacher reports. Research design. This was a case-control study, in which cases were children injured as pedestrians or bicyclists (excluding those with severe head injuries) and controls were those injured as passengers or in some other manner in which the child's behavior was unlikely to be a factor. Setting. Children ages 5 to 15 years presenting to the emergency room of the Montreal Children's Hospital. Participants. For each of 286 cases, two controls were selected, making a total of 848 subjects Among the cases, 172 were injured as pedestrians and 114 as bicyclists. Measures. Children were assessed using the Continuous Performance Task and the Delayed Response Test, both parts of a computerized test battery. Parents and teachers completed the Conners Abbreviated Symptom Questionnaire to assess hyperactivity. Results. Cases and controls were similar on most sociodemographic and clinical measures but showed statistically significant differences in mean scores on the Continuous Performance Task measures of omissions and commissions, pointing to differences in vigilance, and on the Delayed Response Test measures of impulsivity. Mean Conners scale scores of both parent and teacher were significantly higher for cases than controls, and those of parents were higher than those of teachers. Conclusions. Among children whose behavior may have been a factor in the occurrence of an injury, there is subjective evidence of increased hyperactivity and objective evidence of deficits in vigilance and attention when compared with closely matched controls. These findings have important implications for prevention.

Genetic Variation of Serotonin Function and Cognitive Control

2007 ◽  
Vol 19 (12) ◽  
pp. 1923-1931 ◽  
Author(s):  
Alexander Strobel ◽  
Gesine Dreisbach ◽  
Johannes Müller ◽  
Thomas Goschke ◽  
Burkhard Brocke ◽  
...  
Keyword(s):  
Genetic Variation ◽  
Cognitive Control ◽  
Personality Traits ◽  
Anxiety And Depression ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
The Impact ◽  
Related Personality

Although it is widely accepted that serotonin plays a pivotal role in the modulation of anxiety- and depression-related personality traits as well as in the pathogenesis of anxiety disorders and depression, the role of serotonin in cognition is less clear. In the present study, we investigated the involvement of serotonin in cognitive behaviors by examining the impact of genetic variation in key regulators of serotonergic neurotransmission on behavioral measures in a cognitive control task. Eighty-five healthy participants performed a cued continuous performance task (the AX Continuous Performance Task [AXCPT]) and were genotyped for polymorphisms in the transcriptional control regions of the tryptophan hydroxylase 2 gene (TPH2 G-703T; rs4570625) and the serotonin transporter gene (5-HTTLPR). The core result was that individuals lacking the rare TPH2 T allele were not faster than T allele carriers, but committed fewer errors and were less variable in responding. These findings parallel those of a recent study where an enhancement of executive control in individuals without the rare TPH2 T/T genotype was observed. Together with recent evidence that individuals without the T allele exhibit higher scores in anxiety- and depression-related personality traits, our results underscore the role of the TPH2 G-703T polymorphism in the modulation of behavior and raise the intriguing possibility that genetic variants associated with higher negative emotionality may have beneficial effects on some cognitive functions.

Sustained Attention and Grade Retention

1994 ◽  
Vol 78 (2) ◽  
pp. 555-560 ◽  
Author(s):  
Michael Gordon ◽  
Barbara B. Mettelman ◽  
Martin Irwin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Sustained Attention ◽  
Grade Retention ◽  
Academic Failure ◽  
Academic Careers ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Hyperactivity Disorder ◽  
History Of

Two studies are reported which explore the possible relationship between academic failure, as measured by grade retention, and the capacity to sustain attention on a computerized continuous performance task. In a nonreferred sample, 89 children who had been retained at some point in their academic careers showed a higher frequency of abnormal scores on an index of sustained attention than did 93 children who had never repeated a grade. In a sample of children who had been referred for an evaluation of Attention-Deficit Hyperactivity Disorder, children with a history of grade retention had significantly lower scores on the same measure of sustained attention. Results are discussed in terms of the possible contribution of attention deficits to over-all academic achievement, even for children who have not necessarily been referred for a clinical evaluation.

Conjunctive Continuous Performance Task

2011 ◽  
Author(s):  
Lilach Shalev ◽  
Anat Ben-Simon ◽  
Carmel Mevorach ◽  
Yoav Cohen ◽  
Yehoshua Tsal
Keyword(s):  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task
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