Development of Selective Sustained Attention

Selective Sustained Attention is the ability to focus on one object or event for a period of time. This ability allows us to process task-relevant information while ignoring extraneous stimuli that maybe competing for processing resources. Selective Sustained Attention is thought to be important for learning 'from the crib to the classroom'; however how children can deploy and maintain Selective Sustained Attention at different points in development is not fully understood. One reason it has been challenging to study the regulation mechanisms of Selective Sustained Attention is relative paucity of experimental paradigms appropriate for young children. This line of research is aimed at developing and testing tools that make it possible to study Selective Sustained Attention in children 2 to 7 years of age. Trackit is a tool we developed to measure Selective Sustained Attention in children. This task provides assessment of sustained attention based on children's accuracy, patterns of errors, and eye gaze. This tool is freely available for download to all interested researchers (see below for the link)! This line of research is supported by National Science Foundation (Award Number 1451706).

Learn more about and download TrackIt here: https://sites.google.com/andrew.cmu.edu/trackit/home

Development of Semantic Knowledge and Category-based Reasoning

Category-based reasoning supports much of our learning and functioning in the world. This improves throughout the course of development, as children are constantly strengthening their attention to detail and processing skills, and integrating new information with their past experiences (e.g. children raised with pets can make more in-depth categorizations about animals than those without pets). Our research shows substantial individual differences in preschool-age children and profound age-related differences overall in the ability to engage in category-based reasoning. At present, however, it is unknown why these individual and age-related differences arise. We are exploring the possibility that these difference are due, in part, to learning-driven changes in the organization of semantic knowledge. We also study how informal learning opportunities outside of school setting (such as field trips and summer camps) may promote increased distinction of semantic knowledge and in turn category-based reasoning in young children. This line of research is supported by the James S. McDonnell Foundation 21st Century Science Initiative in Understanding Human Cognition – Scholar Award (https://www.jsmf.org/grants/20140002/).

Effect of Book Design on Attention & Reading Comprehension in Beginning Readers

Learning to read is a vital skill that provides the foundation for success inside and outside of the classroom. Many children struggle to acquire this fundamental skill for a variety of reasons. This project examines the contribution of immature attention regulation in conjunction with book design to the emerging literacy skills in elementary school children. Illustrations in materials designed for beginning readers are often detailed and colorful. It is not uncommon for text to be placed in the midst of or in close proximity to elaborate illustrations, only some of which are relevant to the story. While engaging illustrations in books for beginning readers are likely intended to motivate children, illustrations not relevant to the text may instead create a challenge for children's developing attention regulation and have a negative impact on reading outcomes. In this project, we assess children's reading fluency and comprehension as well as attention to images and text (using a portable eye tracker) to examine how the design of reading materials for beginning readers can be optimized to support children's developing attention regulation and emerging literacy skills. This research is supported by the National Science Foundation (Award Number 1730060).

Measuring Activity in the Brain

Many changes occur in the brain during the course of development. For instance, the ability of working memory improves during development. Working memory facilitates executive functioning skills, such as planning, organizing, problem solving, and other forms of higher-order thinking. This study assesses the area of the brain that is responsible for these high-order executive functioning skills, the Prefrontal Cortex. This study aims to track the changes that occur in these areas throughout development. To do this, the lab uses a brain imaging technology called Near Infrared Spectroscopy (NIRS) to measure the differences of brain activity in the Prefrontal Cortex between resting states and states of activation in task-oriented participants. More specifically, we measure the activity in the brain during both a free-play activity and more challenging games that involve classification, higher-order reasoning, and sustained attention. By comparing these two states, our lab is able to measure brain activation that is specific to executive functioning ability.