Training, maturation, and genetic influences on the development of executive attention

A neural network underlying attentional control involves the anterior cingulate in addition to lateral prefrontal areas. An important development of this network occurs between 3 and 7 years of age. We have examined the efficiency of attentional networks across age and after 5 days of attention trai...

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Vydané v:Proceedings of the National Academy of Sciences - PNAS Ročník 102; číslo 41; s. 14931
Hlavní autori: Rueda, M Rosario, Rothbart, Mary K, McCandliss, Bruce D, Saccomanno, Lisa, Posner, Michael I
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: United States 11.10.2005
Predmet:
Attention - physiology
Child
Child Development - physiology
Child, Preschool
DNA Primers
Dopamine Plasma Membrane Transport Proteins - genetics
Electroencephalography
Electrophoresis, Agar Gel
Evoked Potentials - physiology
Female
Genotype
Gyrus Cinguli - physiology
Humans
Intelligence Tests
Male
Models, Neurological
Oregon
Teaching
Temperament - physiology
Oregon
ISSN:0027-8424
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Shrnutí:A neural network underlying attentional control involves the anterior cingulate in addition to lateral prefrontal areas. An important development of this network occurs between 3 and 7 years of age. We have examined the efficiency of attentional networks across age and after 5 days of attention training (experimental group) compared with different types of no training (control groups) in 4-year-old and 6-year-old children. Strong improvement in executive attention and intelligence was found from ages 4 to 6 years. Both 4- and 6-year-olds showed more mature performance after the training than did the control groups. This finding applies to behavioral scores of the executive attention network as measured by the attention network test, event-related potentials recorded from the scalp during attention network test performance, and intelligence test scores. We also documented the role of the temperamental factor of effortful control and the DAT1 gene in individual differences in attention. Overall, our data suggest that the executive attention network appears to develop under strong genetic control, but that it is subject to educational interventions during development.
Bibliografia:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0027-8424
DOI:10.1073/pnas.0506897102