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Attention is one of the basic cognitive functions sensitive to high altitude, and most studies have focussed on exposure times of approximately 3 years; however, it is unclear how attention changes in migrants who have lived and worked at high altitude for nearly 20 years. We explored the dynamics of attentional networks and neurophysiological mechanisms in migrants over 3–20 years using the Attentional Network Test combined with Electrocardiograph and Electroencephalography and found a consistent quadratic correlation between exposure and executive control efficiency, P3 amplitude and heart rate variability (HRV), with a decrease followed by an increase/relative stability, with approximately 10 years being the breakpoint. However, neither linear nor quadratic trajectories were observed for the alerting and orienting network. Mediation analysis revealed that the P3 amplitude mediated the decrease and increase in executive control efficiency with exposure time depends on the breakpoint. Correlations between HRV and executive control efficiency and P3 amplitude suggest that U‐shaped changes in executive control in migrants may be related to body homeostasis maintained by the autonomic nervous system, and that P3 amplitude may serve as a neurophysiological marker of migrants' adaptation/recovery from high‐altitude exposure. [ABSTRACT FROM AUTHOR]

Attention is a core cognitive domain crucial in facilitating day-to-day life. Using an attention network test (ANT) along with event-related potentials (ERPs) in older individuals with hearing loss would provide excellent information about the impact of hearing loss on attentional processes. Thus, the current study aims to understand the attentional deficits and its cortical dynamics in older individuals with and without hearing loss. The study recruited 40 participants, 20 older individuals with hearing loss and 20 age and education-matched controls with normal hearing. All the participants underwent cognitive assessment using ANT with simultaneous 32-channel EEG recording. Results revealed significant impairment in executive attention and subtle alterations in alerting and orienting attention among older individuals with hearing loss compared to their normal-hearing counterparts. These findings suggest the negative impact of hearing loss on attentional networks. In addition, ANT and ERPs provide insight into the underlying neural mechanisms in specific attention network deficits associated with hearing loss. [ABSTRACT FROM AUTHOR]

Attention is a heterogeneous function theoretically divided into different systems. While functional magnetic resonance imaging (fMRI) has extensively characterized their functioning, the role of white matter in cognitive function has gained recent interest due to diffusion-weighted imaging advancements. However, most evidence relies on correlations between white matter properties and behavioral or cognitive measures. This study used a new method that combines the signal from distant voxels of fMRI images using the probability of structural connection given by high-resolution normative tractography. We analyzed three fMRI datasets with a visual perceptual task and three attentional manipulations: phasic alerting, spatial orienting, and executive attention. The phasic alerting network engaged temporal areas and their communication with frontal and parietal regions, with left hemisphere dominance. The orienting network involved bilateral fronto-parietal and midline regions communicating by association tracts and interhemispheric fibers. The executive attention network engaged a broad set of brain regions and white matter tracts connecting them, with a particular involvement of frontal areas and their connections with the rest of the brain. These results partially confirm and extend previous knowledge on the neural substrates of the attentional system, offering a more comprehensive understanding through the integration of structure and function. [ABSTRACT FROM AUTHOR]

In today's fast paced, attention-demanding society, executive functions and attentional resources are often taxed. Individuals need ways to sustain and restore these resources. We first review the concepts of attention and restoration, as instantiated in Attention Restoration Theory (ART). ART emphasizes the role of nature in restoring attention. We then discuss the essentials of experiments on the causal influences of nature. Next, we expand the concept of ART to include modern, designed environments. We outline a wider perspective termed attentional ecology, in which attention behavior is viewed within a larger system involving the human and their interactions with environmental demands over time. When the ecology is optimal, mental functioning can be a positive "flow" that is productive, sustainable for the individual, and sometimes creative. [ABSTRACT FROM AUTHOR]

The present investigation focused on assessing cognitive and affective effects of indoor exercising while exposing the participants to a video simulation of nature (simulated nature), compared to the typical indoor exercising (control condition). Participants (N = 21, physically active amateur cyclists) completed an incremental effort test to establish their aerobic power. Next, they cycled for 55 minutes under one of two randomized conditions using a within-subjects design: simulated nature, involving the presentation of an outdoor soundscape video, versus the control condition, representing the indoor cycling condition. At the end of each cycling session, conducted 3-7 days apart, participants completed a set of psychological assessments focused on their cognitive functions, including executive attention, vigilance, working memory, as well as and affective functioning, encompassing anxiety, depression, negative and positive affect. The results suggest that exercising in simulated natural environment conditions has little significant cognitive and or affective benefits after controlling for physical effort. [ABSTRACT FROM AUTHOR]

This study tested the effects of skin and core cooling on cognitive function in 0°C cold air. Ten males completed a randomized, repeated measures study consisting of four environmental conditions: (i) 30 min of exposure to 22°C thermoneutral air (TN), (ii) 15 min to 0°C cold air which cooled skin temperature to ~27°C (CS), (iii) 0°C cold air exposure causing mild core cooling of ∆‐0.3°C from baseline (C‐0.3°C) and (iv) 0°C cold air exposure causing mild core cooling of ∆‐0.8°C from baseline (C‐0.8°C). Cognitive function (reaction time [ms] and errors made [#]) were tested using a simple reaction test, a two–six item working memory capacity task, and vertical flanker task to assess executive function. There were no condition effects (all p > 0.05) for number of errors made on any task. There were no significant differences in reaction time relative to TN for the vertical flanker and item working memory capacity task. However, simple reaction time was slower in C‐0.3°C (297 ± 33 ms) and C‐0.8°C (296 ± 41 ms) compared to CS (267 ± 26 ms) but not TN (274 ± 38). Despite small changes in simple reaction time (~30 ms), executive function and working memory was maintained in 0°C cold air with up to ∆‐0.8°C reduction in core temperature. [ABSTRACT FROM AUTHOR]

The ensemble hypothesis proposes that language is but one of five cognitive capacities that separate human cognition qualitatively from other animal cognition as a result of their interactions. The ensemble consists of an episodic memory capable of mental time travel, mentalizing to augment social cognition, language for overt communication, advanced executive attention for governing working memory, and inner speech for thinking in the form of causal inference. The order in which each of these components arose in hominin evolution is addressed here. It is proposed that the flourishing of symbolic artifacts during the Upper Paleolithic occurred because, for the first time, all five components were in place and interacting in anatomically modern Homo sapiens. [ABSTRACT FROM AUTHOR]

Abstract This study tested the effects of skin and core cooling on cognitive function in 0°C cold air. Ten males completed a randomized, repeated measures study consisting of four environmental conditions: (i) 30 min of exposure to 22°C thermoneutral air (TN), (ii) 15 min to 0°C cold air which cooled skin temperature to ~27°C (CS), (iii) 0°C cold air exposure causing mild core cooling of ∆‐0.3°C from baseline (C‐0.3°C) and (iv) 0°C cold air exposure causing mild core cooling of ∆‐0.8°C from baseline (C‐0.8°C). Cognitive function (reaction time [ms] and errors made [#]) were tested using a simple reaction test, a two–six item working memory capacity task, and vertical flanker task to assess executive function. There were no condition effects (all p > 0.05) for number of errors made on any task. There were no significant differences in reaction time relative to TN for the vertical flanker and item working memory capacity task. However, simple reaction time was slower in C‐0.3°C (297 ± 33 ms) and C‐0.8°C (296 ± 41 ms) compared to CS (267 ± 26 ms) but not TN (274 ± 38). Despite small changes in simple reaction time (~30 ms), executive function and working memory was maintained in 0°C cold air with up to ∆‐0.8°C reduction in core temperature.

Thirty-four English–Malay bilinguals of between four and six years of age (both balanced and dominant) characterized as low socioeconomic status (SES) on income and parental education were tested on the child-Attentional Network Task (child-ANT; Rueda, Fan, McCandliss, Halparin, Gruber, Lercari & Posner, 2004) measuring executive attention. Although SES measures fell below the Singapore median, Malay children's performance on the child-ANT remained high when compared to other age-matched monolingual and bilingual children previously tested with the child-ANT (Yang, Yang & Lust, 2011), and English–Chinese Singaporean bilinguals (Kang, 2009). None of the three SES measures – father's and mother's education, and income, significantly correlated with child-ANT components. Regression analyses confirmed that none of the SES measures significantly predicted performance on the child-ANT. Caregiver reports suggested that both balanced and dominant bilinguals displayed high executive control. We consider the possibility that cultural variations – simultaneous and pervasiveness of bilingualism in Singapore, or pervasive code-switching – may ameliorate potential negative effects of SES on executive control development. [ABSTRACT FROM AUTHOR]

Recent studies in developmental neuroscience tend to show the existence of neural attention networks from birth. Their construction is based on the first sensory experiences that allow us to learn the patterns of the world surrounding us and preserve our limited attentional resources. Touch is the first sensory modality to develop, although it is still little studied in developmental psychology in contrast to distal modalities such as audition or vision. Atypical tactile sensory processing at an early age could predict later attention dysfunction, both of them being part of the symptomatology of neurodevelopmental disorders (NDD). We review the state of knowledge on tactile sensory processing and its links with attention, executive attention (EA) in particular, and propose that abnormal tactile sensory processing at an early age could provide markers of EA dysfunctions, contributing to the early detection of NDD. This article is categorized under:Psychology > Attention [ABSTRACT FROM AUTHOR]

Analogical reasoning is important for human. We have found that a short executive attention intervention improved analogical reasoning performance in healthy young adults. Nevertheless, previous electrophysiological evidence was limited for comprehensively characterizing the neural mechanisms underlying the improvement. And although we hypothesized that the intervention improved active inhibitory control and attention shift first and then relation integration, it is still unclear whether there are two sequential cognitive neural activities were indeed changed during analogical reasoning. In the present study, we combined hypothesis with multivariate pattern analysis (MVPA) to explore the effects of the intervention on electrophysiology. Results showed that in the resting state after the intervention, alpha and high gamma power and the functional connectivity between the anterior and middle in the alpha band could discriminate the experimental group from the active control group, respectively. These indicated that the intervention influenced the activity of multiple bands and the interaction of frontal and parietal regions. In the analogical reasoning, alpha, theta, and gamma activities could also fulfill such discrimination, and furthermore, they were sequential (alpha first, theta, and gamma later). These results directly supported our previous hypothesis. The present study deepens our understanding about how executive attention contributes to higher‐order cognition. [ABSTRACT FROM AUTHOR]

Past research has shown that listening to slow- or fast-tempo music can affect adults' executive attention (EA) performance. This study examined the immediate impact of brief exposure to slow- or fast-tempo music on EA performance in 4- to 6-year-old children. A within-subject design was used, where each child completed three blocks of the EA task after listening to fast-tempo music (fast-tempo block), slow-tempo music (slow-tempo block), and ocean waves (control block), with block-order counterbalanced. In each block, children were also asked to report their pre-task subjective emotional status (experienced arousal and valence) before listening to music and their post-task emotional status after the EA task. Three major results emerged. First, reaction time (RT) was significantly faster in the slow-tempo block than in the fast-tempo, suggesting that listening to slow-tempo music preserves processing efficiency, relative to fast-tempo music. Second, children's accuracy rate in the EA task did not differ across blocks. Third, children's subjective emotional status did not differ across blocks and did not change across the pre- and post-task phases in any block, suggesting the faster RT observed in the slow-tempo block cannot be explained by changes in arousal or mood. [ABSTRACT FROM AUTHOR]

Introduction: The world’s population is aging, increasing the prevalence of dementia. Recently, foreign language learning in later life has been suggested to improve cognition and thus support healthy cognitive aging. To date, however, there are only a few studies with conflicting findings. Therefore, the purpose of this study was to examine whether learning a foreign language can improve executive attention and executive functions in healthy older adults. Additionally, we sought to identify factors affecting cognitive change in foreign language learners, such as cognitive reserve, previous foreign knowledge and usage, and global cognition at baseline. Methods: In a randomized-controlled trial, we assigned 34 monolinguals between the ages of 65 and 80 to a language learning or a waiting list control group. The participants enrolled in a Spanish course for beginners that met five days a week for 1.5 h for a total of 3 weeks. The waiting list control group received no intervention but had the opportunity to join the language training at the end of the study. All participants underwent an assessment of executive attention (primary outcome), executive functions, verbal fluency, and attention (secondary outcomes) before, immediately after the course, or after a waiting period of 3 weeks for the control group and 3 months after the course or the waiting period. Results: Foreign language learning did not significantly improve primary or secondary outcomes, neither immediately nor 3 months after the course. However, moderation analyses revealed that participants with lower global baseline cognition tended to improve more on response inhibition than individuals with higher baseline cognition. This relationship was not evident in the waiting list control group. Discussion: Our results suggest that studying a foreign language does not generally improve executive attention or executive functioning. Nevertheless, individuals with poorer baseline cognition may benefit cognitively from foreign language learning in response inhibition, a domain particularly affected by cognitive aging. Our findings highlight the need of focusing dementia prevention efforts on groups that are more vulnerable to cognitive decline. Additionally, more individualized approaches, including utilizing technology-assisted learning, might enable participants to practice at their performance level, increasing the likelihood of discernible cognitive gains. [ABSTRACT FROM AUTHOR]

Employee personal use of technology at work (PUTW) – defined as employees' activities using organisational or personal IT resources for non-work-related purposes while at work – is increasingly common. Our review of existing PUTW studies (n = 137) suggests that previous studies widely discussed PUTW outcomes, antecedents, and policies. The literature review also indicates that previous studies proposed opposing viewpoints regarding the effect of PUTW on employee job performance, but few studies offered empirical evidence. Consequently, the conditions under which PUTW can increase or decrease employee job performance have not been discussed. We develop a theoretical model for increasing the understanding of this issue. Our model suggests that executive attention is an important underlying mechanism through which PUTW affects employee job performance. We further suggest the effect of PUTW on executive attention (and job performance) depends on PUTW behavioural characteristics in terms of four dimensions: PUTW cognitive load, PUTW arousal level, PUTW timing, and PUTW frequency/duration. The model can advance researchers' understanding of the possible conditions under which PUTW may increase or decrease employee job performance. The model also offers new insights into existing studies on PUTW antecedents and policies. As a result, our proposed model provides new theoretical guidance for future studies on PUTW. [ABSTRACT FROM AUTHOR]

In today’s fast paced, attention-demanding society, executive functions and attentional resources are often taxed. Individuals need ways to sustain and restore these resources. We first review the concepts of attention and restoration, as instantiated in Attention Restoration Theory (ART). ART emphasizes the role of nature in restoring attention. We then discuss the essentials of experiments on the causal influences of nature. Next, we expand the concept of ART to include modern, designed environments. We outline a wider perspective termed attentional ecology, in which attention behavior is viewed within a larger system involving the human and their interactions with environmental demands over time. When the ecology is optimal, mental functioning can be a positive “flow” that is productive, sustainable for the individual, and sometimes creative.

Background: Inhibitory control (IC) is the ability to prevent prepotent responses when inappropriate. Longitudinal research on IC development has mainly focused on early childhood and adolescence, while research on IC development in the first years of life is still scarce. To address this gap in the literature, we explored the association between executive attention (EA) and elementary forms of IC in infancy and toddlerhood, with individual differences in IC later at 5 years of age. Method: We conducted a five-wave longitudinal study in which children's EA and IC (n = 96) were tested at the age of 9 and 16 months and 2, 3, and 5 years. Children performed various age-appropriate EA and IC tasks in each wave, measuring inhibition of attention, endogenous control of attention, inhibition of the response, and conflict inhibition. At 5 years of age, IC was measured with a Go/No-go task while recording event-related potentials. After correlation analyses, structural equation model analyses were performed to predict IC at 5 years of age from EA and early IC measures. Results: The results revealed that EA at 9 months predicted IC measures at 2 years of age. Likewise, measures of IC at 2 years predicted performance on the Go/No-go task at behavioral and neural levels. No direct association was found between EA at 9 months and IC at 5 years of age. We further observed that some EA and IC measures were not associated across time. Conclusion: As we expected, EA skills in infancy and toddlerhood were related to better performance of children on IC tasks, toghether with a more mature inhibition-related brain functioning. Altogether, the results indicate that IC in early childhood could be predicted from EA and IC at 9 months and 2 years of age and suggest that the early emergence of IC relies on the development of particular EA and basic IC skills. However, some discontinuities in the longitudinal development of IC are observed in the first 5 years of life. These findings provide further support for the hierarchical model of IC development. [ABSTRACT FROM AUTHOR]

Everyone knows what paying attention is, yet not everybody knows what this means in cognitive and brain function terms. The attentive state can be defined as a state of optimal activation that allows selecting the sources of information and courses of action in order to optimize our interaction with the environment in accordance with either the saliency of the stimulation or internal goals and intentions. In this article we argue that paying attention consists in tuning the mind with the environment in a conscious and controlled mode in order to enable the strategic and flexible adaptation of responses in accordance with internal motivations and goals. We discuss the anatomy and neural mechanisms involved in attention functions and present a brief overview of the neurocognitive development of this seminal cognitive function on the grounds of self‐regulated behavior. This article is categorized under:Psychology > Attention (BEAB)Brain Function and Dysfunction (BEAC)Cognitive Development (BAAD) [ABSTRACT FROM AUTHOR]

Nowadays, there is still debate about the origin of arithmetic disabilities. Two predominant hypotheses have been developed in this regard: 1) difficulties in arithmetic appear due to a deficit in domain-specific skills (numerical skills) and 2) there is a strong relationship between the development of the domain-general processes and arithmetical skills. In this study we explore the specific contribution of orienting and executive control attentional networks to individual variability in basic mental arithmetic. Participants were elementary school children, from second to third grade, with and without difficulties in basic mental arithmetic. Results provide support for the two proposed hypotheses. Children with difficulties in arithmetic showed difficulties both in numerical skills and in attentional networks. These findings suggest that arithmetic difficulties may be associated with a heterogeneous combination of deficits, including difficulties in attentional functioning.

IntroductionThe world’s population is aging, increasing the prevalence of dementia. Recently, foreign language learning in later life has been suggested to improve cognition and thus support healthy cognitive aging. To date, however, there are only a few studies with conflicting findings. Therefore, the purpose of this study was to examine whether learning a foreign language can improve executive attention and executive functions in healthy older adults. Additionally, we sought to identify factors affecting cognitive change in foreign language learners, such as cognitive reserve, previous foreign knowledge and usage, and global cognition at baseline.MethodsIn a randomized-controlled trial, we assigned 34 monolinguals between the ages of 65 and 80 to a language learning or a waiting list control group. The participants enrolled in a Spanish course for beginners that met five days a week for 1.5 h for a total of 3 weeks. The waiting list control group received no intervention but had the opportunity to join the language training at the end of the study. All participants underwent an assessment of executive attention (primary outcome), executive functions, verbal fluency, and attention (secondary outcomes) before, immediately after the course, or after a waiting period of 3 weeks for the control group and 3 months after the course or the waiting period.ResultsForeign language learning did not significantly improve primary or secondary outcomes, neither immediately nor 3 months after the course. However, moderation analyses revealed that participants with lower global baseline cognition tended to improve more on response inhibition than individuals with higher baseline cognition. This relationship was not evident in the waiting list control group.DiscussionOur results suggest that studying a foreign language does not generally improve executive attention or executive functioning. Nevertheless, individuals with poorer baseline cognition may benefit cognitively from foreign language learning in response inhibition, a domain particularly affected by cognitive aging. Our findings highlight the need of focusing dementia prevention efforts on groups that are more vulnerable to cognitive decline. Additionally, more individualized approaches, including utilizing technology-assisted learning, might enable participants to practice at their performance level, increasing the likelihood of discernible cognitive gains.Clinical trial registrationhttps://drks.de/search/en, identifier DRKS00016552.

BackgroundInhibitory control (IC) is the ability to prevent prepotent responses when inappropriate. Longitudinal research on IC development has mainly focused on early childhood and adolescence, while research on IC development in the first years of life is still scarce. To address this gap in the literature, we explored the association between executive attention (EA) and elementary forms of IC in infancy and toddlerhood, with individual differences in IC later at 5 years of age.MethodWe conducted a five-wave longitudinal study in which children’s EA and IC (n = 96) were tested at the age of 9 and 16 months and 2, 3, and 5 years. Children performed various age-appropriate EA and IC tasks in each wave, measuring inhibition of attention, endogenous control of attention, inhibition of the response, and conflict inhibition. At 5 years of age, IC was measured with a Go/No-go task while recording event-related potentials. After correlation analyses, structural equation model analyses were performed to predict IC at 5 years of age from EA and early IC measures.ResultsThe results revealed that EA at 9 months predicted IC measures at 2 years of age. Likewise, measures of IC at 2 years predicted performance on the Go/No-go task at behavioral and neural levels. No direct association was found between EA at 9 months and IC at 5 years of age. We further observed that some EA and IC measures were not associated across time.ConclusionAs we expected, EA skills in infancy and toddlerhood were related to better performance of children on IC tasks, toghether with a more mature inhibition-related brain functioning. Altogether, the results indicate that IC in early childhood could be predicted from EA and IC at 9 months and 2 years of age and suggest that the early emergence of IC relies on the development of particular EA and basic IC skills. However, some discontinuities in the longitudinal development of IC are observed in the first 5 years of life. These findings provide further support for the hierarchical model of IC development.

This study examined the role of social context in the expression of the bilingual cognitive advantage in 145 bilingual university students. All participants mastered Arabic as their native language (L1), but half were highly proficient in French (high L2 group), whereas half were less proficient (low L2 group). A color-word Stroop test with incongruent, congruent and neutral stimuli was administered in single language blocks (Arabic or French words) or in a mixed block (Arabic and French words), either under social presence, or alone. Stroop interference was analyzed to assess the cost of resolving conflict in incongruent trials and was compared across groups and experimental conditions. If bilingualism comes with a cognitive advantage, a reduction of interference in high (vs. low) L2 proficient subjects is to be expected. Analysis revealed that interference was significantly reduced in high L2 group, but only under the single language condition. Furthermore, whereas social context and sex had no main effects, analysis revealed a significant 4-factor interaction between L2 proficiency, linguistic context, social context, and sex. Social presence further reduced interference (social facilitation) in high L2 proficient females, but not in males. Overall, the results suggest that mastering a second language comes with cognitive advantages which adapt dynamically to social and linguistic contexts in a sex-dependent manner. We argue that advancing bilingualism research requires more attention to the social environment.

Endogenous visual attention orienting is early available from infancy. It shows a steady development during the preschool period towards monitoring and managing executive attention to optimize the interplay between environmental contingencies and internal goals. The current study aims at understanding this transition from basic forms of endogenous control of visual orienting towards the engagement of executive attention, as well as their association with individual differences in temperament and home environment. A total of 150 children between 2 and 4 years of age were evaluated in a Visual Sequence Learning task, measuring visual anticipations in easy (context-free) and complex (context-dependent) stimuli transitions. Results showed age to be a predictor of a reduction in exogenous attention, as well as increased abilities to attempt to anticipate and to correctly anticipate in complex transitions. Home chaos predicted more complex correct anticipations, suggesting that the exposure to more unpredictable environments could benefit learning in context-dependent settings. Finally, temperamental surgency was found to be positively related to sustained attention in the task. Results are informative of age differences in visual attention control during toddlerhood and early childhood, and their association with temperament and home environment. [ABSTRACT FROM AUTHOR]

Analogical reasoning improvement is important in educational outcome improvement. Inspired by recent ideas and evidence, we applied anti-saccade task training as an executive attention intervention and tested whether it could improve analogical reasoning performance. A serial-task paradigm was applied where participants performed an anti-saccade followed by an analogical reasoning task including a perception condition. The experimental group finished the anti-saccade task in which the ratio of anti-saccade trials to pro-saccade trials was 5:1 while the counterpart was 1:1 in the active control group. Also, a blank control group was established where participants merely finished the analogical reasoning task. Event-related electroencephalographic (EEG) data were recorded when participants were performing the executive attention and analogical reasoning tasks. In addition, their resting state EEG was collected before and after the executive attention intervention. Behaviorally, the experimental group reacted significantly faster than the other two groups in analogical reasoning but not in perception. At the neural level, in the experimental group alone, the anti-saccade trials elicited a smaller N2 than pro-saccade trials and the resting alpha power was improved after executive attention intervention. No significant difference in P2 was found between the two groups in analogical reasoning or perception but the experimental group showed a larger late positive component than the active control group in analogical reasoning. We also found that the late positive component mediated the relationship between the N2 of anti-saccade trials and analogical reasoning reaction times in the experimental group. We further discussed the role of executive attention in the analogical reasoning process, which may pave the way for the future reliable improvement of fluid intelligence. [ABSTRACT FROM AUTHOR]

Endogenous visual attention orienting is early available from infancy. It shows a steady development during the preschool period towards monitoring and managing executive attention to optimize the interplay between environmental contingencies and internal goals. The current study aims at understanding this transition from basic forms of endogenous control of visual orienting towards the engagement of executive attention, as well as their association with individual differences in temperament and home environment. A total of 150 children between 2 and 4 years of age were evaluated in a Visual Sequence Learning task, measuring visual anticipations in easy (context-free) and complex (context-dependent) stimuli transitions. Results showed age to be a predictor of a reduction in exogenous attention, as well as increased abilities to attempt to anticipate and to correctly anticipate in complex transitions. Home chaos predicted more complex correct anticipations, suggesting that the exposure to more unpredictable environments could benefit learning in context-dependent settings. Finally, temperamental surgency was found to be positively related to sustained attention in the task. Results are informative of age differences in visual attention control during toddlerhood and early childhood, and their association with temperament and home environment.

Nowadays, there is still debate about the origin of arithmetic disabilities. Two predominant hypotheses have been developed in this regard: 1) difficulties in arithmetic appear due to a deficit in domain-specific skills (numerical skills) and 2) there is a strong relationship between the development of the domain-general processes and arithmetical skills. In this study we explore the specific contribution of orienting and executive control attentional networks to individual variability in basic mental arithmetic. Participants were elementary school children, from second to third grade, with and without difficulties in basic mental arithmetic. Results provide support for the two proposed hypotheses. Children with difficulties in arithmetic showed difficulties both in numerical skills and in attentional networks. These findings suggest that arithmetic difficulties may be associated with a heterogeneous combination of deficits, including difficulties in attentional functioning. [ABSTRACT FROM AUTHOR]

Past research has found that mindfulness meditation trainingimproves executive attention and that this effect could bedriven by more efficient allocation of resources on demandingattentional tasks, such as the Flanker Task. However, it is notclear whether these changes depend on long-term practice.We sought to investigate the effects of a brief, 10-minutemeditation session on attention in novice meditators,compared to a control activity. We also tested moderation byindividual differences in Neuroticism. We found thatparticipants randomly assigned to meditate for 10 minutesshowed improved performance on incongruent trials on aFlanker task, with no detriment in reaction times, indicatingbetter allocation of resources. Neuroticism moderated thiseffect, as only those low in Neuroticism showed improvedallocation of attentional resources following meditation.

• Executive attention ability predicts task-unrelated thoughts (TUTs). • Not all TUTs might be related to executive attention or impact performance similarly. • We examined two forms of TUTs: Emotional Valence and Awareness during a simple task. • Negatively Valenced TUTs and TUTs with awareness were predicted by executive attention. • The findings highlight the heterogenous nature of mind wandering. Previous work has established a link between executive attention ability and mind wandering propensity, these studies typically collapse thought reports into a single category of task-unrelated thoughts (TUTs). We have shown that these TUTs can be differentiated by the emotional valence of their content. Awareness of TUTs might also be an important to consider, yet little work has been done on this front. The current study conceptually replicated and extended previous work by investigating the relationship between individual differences in executive attention, emotional valence and awareness of TUTs. Latent variable models indicated that Executive Attention was differentially correlated with emotional valence TUTs. However, only Attention Control was related to frequency of mind wandering with awareness. Intra-individual analyses indicated that negatively valenced TUTs and TUTs that occurred without awareness were associated with worse performance. Considering different dimensions of TUTs can provide a more complete picture of individual differences in mind wandering. [ABSTRACT FROM AUTHOR]

Many reports have emphasized that unconscious processing demands attention. However, some studies were unable to observe a modulation of attentional load in subliminal visual processing. We proposed that the paradoxical phenomena could be explained based on whether the mental workload task was involved in central executive processes. In two experiments, by combining a masked shape discrimination task with an N-back task, executive attention availability for masked visuomotor processing decreased as the N-back task demand increased. We observed that unconscious visuomotor priming diminished with increasing executive attention load in Experiment 2; however, this pattern did not occur in Experiment 1. Further analysis verified that in Experiment 1, the role of the central executive in unconscious visuomotor priming was eliminated by the accuracy-speed trade-off since the higher load spatial N-back tasks with larger memory set sizes, compared with higher load verbal N-bask tasks, were quite difficult for the subjects to manage. Therefore, our results demonstrated that central executive load modulates unconscious visuomotor priming and that this modulation can be weakened by task difficulty. Collectively, by emphasizing the essential role of executive attention in subliminal visuomotor priming, the present work provides a powerful interpretation of prior debates and develops extant attention capacity limitations from the realm of consciousness to that of unconsciousness. [ABSTRACT FROM AUTHOR]

Introduction Major Depressive (MDD) and Bipolar Disorder (BD) are chronic relapsing condition in which mood episodes are interspersed with periods of euthymia. Impairments in Executive Attention (EA) are a trait characteristic of mood disorder that persists also during remission. Similarly prefrontal dysfunctions are crucial in the genesis and maintenance of Obsessive-Compulsive Symptoms (OCS), which are highly comorbid in both MDD and BD. Objectives The aim of this study is to test a model in which deficits in EA mediate the relationship between the OCS and the relapse in a cohort of patients with MDD and BD. Methods Sixty-four euthymic subjects with BD and MDD performed the Attentional Network Task Revised (ANT-R), that gauges EA in a standard conflict task. Here we adopted a drift diffusion model to measure the task efficiency as the drift rate in incongruent trials. Patients also completed at baseline the YBOCS, a questionnaire that evaluate the severity of OCS. All the participants have been followed-up for up to 5 years and relapses have been recorded. Results The association between OCS and time in euthymia was fully mediated by the EA so that greater OCS were associated with poorer executive functions (beta=-0.341; p=0.006) that in turn predicted a sooner relapse (beta=0.349; p=0.005). This held true even when controlling for classic predictors of recurrence such as previous episode distance, the duration of illness and medications. Conclusions Treatment targeting executive functions could hence be crucial in preventing relapses in subjects with mood disorders experiencing obsessive compulsive-symptoms. Disclosure No significant relationships.

Many reports have emphasized that unconscious processing demands attention. However, some studies were unable to observe a modulation of attentional load in subliminal visual processing. We proposed that the paradoxical phenomena could be explained based on whether the mental workload task was involved in central executive processes. In two experiments, by combining a masked shape discrimination task with an N-back task, executive attention availability for masked visuomotor processing decreased as the N-back task demand increased. We observed that unconscious visuomotor priming diminished with increasing executive attention load in Experiment 2; however, this pattern did not occur in Experiment 1. Further analysis verified that in Experiment 1, the role of the central executive in unconscious visuomotor priming was eliminated by the accuracy-speed trade-off since the higher load spatial N-back tasks with larger memory set sizes, compared with higher load verbal N-bask tasks, were quite difficult for the subjects to manage. Therefore, our results demonstrated that central executive load modulates unconscious visuomotor priming and that this modulation can be weakened by task difficulty. Collectively, by emphasizing the essential role of executive attention in subliminal visuomotor priming, the present work provides a powerful interpretation of prior debates and develops extant attention capacity limitations from the realm of consciousness to that of unconsciousness.

Neuroscientists have emphasized visceral influences on consciousness and attention, but the potential neurophysiological pathways remain under exploration. Here, we found two neurophysiological pathways of heart-brain interaction based on the relationship between oxygen-transport by red blood cells (RBCs) and consciousness/attention. To this end, we collected a dataset based on the routine physical examination, the breaking continuous flash suppression (b-CFS) paradigm, and an attention network test (ANT) in 140 immigrants under the hypoxic Tibetan environment. We combined electroencephalography and multilevel mediation analysis to investigate the relationship between RBC properties and consciousness/attention. The results showed that RBC function, via two independent neurophysiological pathways, not only triggered interoceptive re-representations in the insula and awareness connected to orienting attention but also induced an immune response corresponding to consciousness and executive control. Importantly, consciousness played a fundamental role in executive function which might be associated with the level of perceived stress. These results indicated the important role of oxygen-transport in heart-brain interactions, in which the related stress response affected consciousness and executive control. The findings provide new insights into the neurophysiological schema of heart-brain interactions. [ABSTRACT FROM AUTHOR]

This study examined how interacting with an animal-type therapy robot improved executive attention, emotional regulation, and resilience. We divided the participants (N = 41) into the animal-robot group that interacted with a therapy robot named Paro (n =14), the human-robot group that interacted with a human-type robot named Robi (n=12), and a control group that did not interact with a robot (n＝15). The participants in the animal and human-robot groups interacted with the robots eight times in 10 weeks. The participants also completed scales assessing executive attention and emotional regulation before and after these interactions and a scale assessing resilience during the interaction. The results showed that the attentional control score, a subscale of executive attention, increased significantly in the post-interaction compared to the pre-interaction period. The interaction between groups and periods showed that emotional regulation improved in the animal-type robot group after the interaction. However, there was no significant difference in resilience scores between the groups. These results indicate that interacting with the animal-type therapy robot PARO enhanced emotional regulation. [ABSTRACT FROM AUTHOR]

Recent findings suggest that electroencephalography (EEG) oscillations in the theta and alpha frequency-bands reflect synchronized interregional neuronal activity and are considered to reflect cognitive-control, and executive working memory mechanisms in humans. Above the age of 50 years, hypothesized pronounced alterations in alpha and theta-band power at resting or across different WM-functioning brain states may well be due to pre-dementia cognitive impairments, or increasing severity of age-related neurological disorders. Executive working memory (EWM) functioning was assessed in older-adult participants (54 to 83 years old) by obtaining their WM-related EEG oscillations and WM performance scores. WM performance and WM brain-state EEG were recorded during online-WM periods as well as during specific online WM events within EWM periods, and during resting offline-WM periods that preceded online-WM periods. Left-prefrontal alpha-power was enhanced during offline-WM periods versus online-WM periods and was significantly related to WM accuracy. Left-prefrontal alpha power and left prefrontal-parietal theta power anterior-posterior difference-gradient during online WM activity were related to reaction times (RT's). Importantly, during active-storage events, WM-offset offline-periods, and preparatory pre-retrieval events, excessive left-prefrontal alpha activity was related to poor EWM performance. The potential for developing targeted noninvasive cognition-enhancing interventions and developing clinical-monitoring EEG-based biomarkers of pathological cognitive-decline in elderly people is discussed. [ABSTRACT FROM AUTHOR]

Attention control regulates efficient processing of goal‐relevant information by suppressing interference from irrelevant competing inputs while also flexibly allocating attention across relevant inputs according to task demands. Research has established that developing attention control skills promote effective learning by minimizing distractions from task‐irrelevant competing information. Additional research also suggests that competing contextual information can provide meaningful input for learning and should not always be ignored. Instead, attending to competing information that is relevant to task goals can facilitate and broaden the scope of children's learning. We review this past research examining effects of attending to task‐relevant and task‐irrelevant competing information on learning outcomes, focusing on relations between visual attention and learning in childhood. We then present a synthesis argument that complex interactions across learning goals, the contexts of learning environments and tasks, and developing attention control mechanisms will determine whether attending to competing information helps or hinders learning. This article is categorized under:Psychology > AttentionPsychology > LearningPsychology > Development and Aging [ABSTRACT FROM AUTHOR]

Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and nongifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured using the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, it appears that gifted children resolve problems faster in the processing phase of the working memory task, which leaves them more time to refresh to-be-remembered items. This faster problem solving speed mediated their advantage in working memory capacity. Importantly, this effect was specific to speed on complex problems: low-level processing speed, as measured with the Attention Network Test, did not contribute to the higher working memory capacity of gifted children.

This paper examined the relationship between working memory (WM) and L2 linguistic knowledge as well as L2 listening comprehension with 150 Japanese EFL learners. The study also investigated the extent to which these relationships vary across L2 proficiency levels. The results in the study were as follows: (a) WM capacity was more strongly associated with L2 listening comprehension, L2 perceptual processing, and L2 syntactic parsing processing in the lower-proficiency group than in the higher-proficiency group; (b) L1 WM capacity still accounted for the unique variance in L2 listening comprehension after adjusting for the L2 language-related variables in the lower-proficiency group. The results suggest that the relationship between WM capacity and L2 listening comprehension may be mediated by L2 proficiency and depend on the domain-general processing efficiency reflecting central executive attention when the listening comprehension task requires conscious attention for less proficient listeners. The findings provide suggestive evidence for variation in the role of WM in L2 listening comprehension across proficiency levels and the significant role of L1 WM capacity in L2 listening comprehension as the general cognitive factor independent of L2 linguistic knowledge for L2 learners with limited linguistic knowledge. [ABSTRACT FROM AUTHOR]

Introduction: Effortful control (EC) is the self‐regulatory aspect of temperament that is thought to reflect the efficiency of executive attention (EA). Findings on relationship between EC and performance on EA tasks among adults are still contradictory. This study used a computational approach to clarify whether greater self‐reported EC reflects better EA. Methods: Four hundred twenty‐seven healthy subjects completed the Adult Temperament Questionnaires and the Attention Network Task‐revised, a conflict resolution task that gauges EA as the flanker effect (FE), that is, the difference in performances between incongruent and congruent trials. Here we also employed a drift‐diffusion model in which parameters reflecting the actual decisional process (drift rate) and the extra‐decisional time are extracted for congruent and incongruent trials. Results: EC was not correlated with the FE computed with the classic approach, but correlated positively with drift rate for the incongruent trials, even when controlling for the drift rate in the congruent condition and the extra‐decisional time in the incongruent condition. Conclusion: This study demonstrates an association between self‐reported EC and EA among adults. Specifically, EC is not associated with overall response facilitation but specifically with a greater ability to make goal‐oriented decisions when facing conflicting information. [ABSTRACT FROM AUTHOR]

Grundy, Bialystok, and colleagues have reported that at short response-stimulus intervals bilinguals have smaller sequential congruency effects in flanker tasks compared to monolinguals. They interpret these differences to mean that bilinguals are more efficient at disengaging attentional control. Ten empirical studies are presented that show no differences between bilinguals and monolinguals under conditions that produced robust sequential congruency effects. These null results are discussed with respect to the rate at which sequential congruency effects dissipate and the fact these effects are not adaptive in the sense of improving overall performance. Arguments made by Goldsmith and Morton [1] that smaller sequential congruency effects should not be interpreted as “advantages” are extended. Evidence is also presented that neither simple congruency effects, nor sequential congruency effects, correlate across tasks. This lack of convergent validity is inconsistent with the hypothesis that either provides a measure of domain-general control that could underlie an advantage accrued through experience in switching languages. Results from other tasks purporting to show bilingual advantages in the disengagement of attention are also reviewed. We conclude that sequential congruency effects in nonverbal interference tasks and differences in the rate of disengaging attention are unlikely to contribute to our understanding of bilingual language control and that future research might productively examine differences in proactive rather than reactive control.

One effective cognitive treatment is the rehabilitation of working memory (WM) using an integrated approach that targets the “executive attention” system. Recent neuroscientific literature has revealed that treatment efficacy depends on the presence of various features, such as adaptivity, empathy, customization, avoidance of automatism and stereotypies, and alertness activation. Over the last two decades, an Integrated Cognitive Training (ICT) protocol has been proposed and developed; ICT takes the above-mentioned features and existing literature into account, and has been used to promote the development of reading skills. ICT has been employed in several clinical settings and involves stimulation of a specific deteriorated system (e.g., reading) and the improvement of executive attention components, thus also increasing working memory capacity. In this context, we present two experiments. In Experiment 1, participants diagnosed with dyslexia (aged between 8 and 14 years) underwent two ICT sessions a week, with home supplements, for a duration of 7 months. The participants showed a significant improvement in the reading speed of text, words, and non-words, and in the reading accuracy of text and non-words. In Experiment 2, we replicated Experiment 1, but included a comparison between two groups (experimental group vs. control group) of young participants with diagnosis of dyslexia. The experimental group was subjected to 18 ICT sessions twice a week and with home supplements, using the same protocol as in Experiment 1. The control group was entrusted to the protocol of compensatory tools and dispense/helping procedures provided by the scholastic Personalized Educational Plan. After training, the experimental group gained about 0.5 syllables per second in text reading, and a marked decrease in error rate. The control group showed no significant improvement in reading skills after the same period. Moreover, the improvement observed in the experimental group remained stable 4 months after ICT had ended. The results of these two experiments support the efficacy of the integrated ICT protocol in improving reading skills in children with dyslexia and its sustained effect.

One effective cognitive treatment is the rehabilitation of working memory (WM) using an integrated approach that targets the "executive attention" system. Recent neuroscientific literature has revealed that treatment efficacy depends on the presence of various features, such as adaptivity, empathy, customization, avoidance of automatism and stereotypies, and alertness activation. Over the last two decades, an Integrated Cognitive Training (ICT) protocol has been proposed and developed; ICT takes the above-mentioned features and existing literature into account, and has been used to promote the development of reading skills. ICT has been employed in several clinical settings and involves stimulation of a specific deteriorated system (e.g., reading) and the improvement of executive attention components, thus also increasing working memory capacity. In this context, we present two experiments. In Experiment 1, participants diagnosed with dyslexia (aged between 8 and 14 years) underwent two ICT sessions a week, with home supplements, for a duration of 7 months. The participants showed a significant improvement in the reading speed of text, words, and non-words, and in the reading accuracy of text and non-words. In Experiment 2, we replicated Experiment 1, but included a comparison between two groups (experimental group vs. control group) of young participants with diagnosis of dyslexia. The experimental group was subjected to 18 ICT sessions twice a week and with home supplements, using the same protocol as in Experiment 1. The control group was entrusted to the protocol of compensatory tools and dispense/helping procedures provided by the scholastic Personalized Educational Plan. After training, the experimental group gained about 0.5 syllables per second in text reading, and a marked decrease in error rate. The control group showed no significant improvement in reading skills after the same period. Moreover, the improvement observed in the experimental group remained stable 4 months after ICT had ended. The results of these two experiments support the efficacy of the integrated ICT protocol in improving reading skills in children with dyslexia and its sustained effect. [ABSTRACT FROM AUTHOR]

Increasing research efforts are focused on explaining the cognitive bases of creativity. However, it remains unclear when and how cognitive factors such as intelligence and executive function uniquely contribute to performance on creative thinking tasks. Although a relationship between fluid intelligence (Gf) and creative cognition has been well-documented, the underlying mechanism of this relation is unknown. Here, we test one possible mechanism of the Gf–creativity association – attention control (AC) – given AC's strong association with Gf and its theoretical relevance to creative cognition. We also examine the role of mind wandering (i.e., task-unrelated thought), a failure of AC that is potentially beneficial to creativity. Using latent variable and bifactor models, we investigated the unique contributions of AC to divergent thinking – above the influence of Gf – evaluating the specific and general contributions of AC, Gf, and mind wandering to divergent thinking. We found that a general executive factor (i.e., of the common variance to AC, mind wandering, and Gf indicators) significantly predicted divergent thinking originality (β =.40, p <.001) above and beyond specific Gf and mind wandering factors. Importantly, in the bifactor model, mind wandering was a nonsignificant, negative predictor of divergent thinking performance, and the residual effects of Gf were no longer significant, indicating that the relationship between Gf and divergent thinking is explained by shared variance with a common executive attention factor. This study provides novel evidence suggesting that the relationship between Gf and divergent thinking may be largely driven by the top-down control of attention. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated that individual differences in conflict management predict second-language (L2) reading skill. The current experiment tested the hypothesis that this relation reflects the need to manage conflict from cross-linguistic interactions (CLI). A novel model specifying the relation between L2 reading skill, CLI, and the predictors of such interactions was tested in 253 L2 English speaking adults, using structural equation modeling. In support of the hypothesis, the findings revealed that stronger CLI was related to poorer L2 reading skill. In addition, variability in non-linguistic conflict management, as measured by executive attention tasks, and relative language dominance reliably predicted CLI. Specifically, better conflict management and lower L1 dominance corresponded to fewer interactions. These results fill a crucial gap by demonstrating for the first time that the ability to manage CLI is critical to L2 reading, and that both cognitive skills and language experience contribute to variability in these interactions. [ABSTRACT FROM AUTHOR]

The ensemble hypothesis proposes that uniquely human cognitive abilities depend on more than just language. Besides overt language, inner speech, and causal interpretations, executive attention, mental time travel, and theory of mind abilities are essential parts that combine additively and even multiplicatively. In this review, we consider the implications of the ensemble hypothesis for the psychopathologies of anxiety and depression. Generalized anxiety disorder (GAD) and major depressive disorder (MDD) are two of the most common mental disorders worldwide. The mechanisms that differentiate them are difficult to identify, however. Mental time travel has been implicated in models of depressive and anxiety disorders, but here we argue that at least two other ensemble components, namely, interpreter biases and executive attention, must also be considered. Depressive and anxiety disorders have both been found to show impairments in all three of these components, but the precise relationships seem to distinguish the two kinds of disorders. In reviewing the literature, we develop models for depression and anxiety that take into account an ensemble of mental components that are unique for each disorder. We specify how the relations among mental time travel, interpreter biases, and executive attentional control differ in depression and anxiety. We conclude by considering the implications of these models for treating and conceptualizing anxiety and depression.

Abstract Background Difficulties with executive functioning (EF) are common in individuals with a range of developmental disorders, including autism spectrum disorder (ASD). Interventions that target underlying mechanisms of EF early in development could be broadly beneficial, but require infant markers of such mechanisms in order to be feasible. Prospective studies of infants at high familial risk (HR) for ASD have revealed a surprising tendency for HR toddlers to show longer epochs of attention to faces than low-risk (LR) controls. In typical development, decreases in look durations towards the end of the first year of life are driven by the development of executive attention—a foundational component of EF. Here, we test the hypothesis that prolonged attention to visual stimuli (including faces) in HR toddlers reflects early differences in the development of executive attention. Methods In a longitudinal prospective study, we used eye-tracking to record HR and LR infants’ looking behaviour to social and non-social visual stimuli at ages 9 and 15 months. At age 3 years, we assessed children with a battery of clinical research measures and collected parental report of effortful control (EC)—a temperament trait closely associated with EF and similarly contingent on executive attention. Results Consistent with previous studies, we found an attenuated reduction in peak look durations to faces between 9 and 15 months for the HR group compared with the LR group, and lower EC amongst the HR-ASD group. In line with our hypothesis, change in peak look duration to faces between 9 and 15 months was negatively associated with EC at age 3. Conclusions We suggest that for HR toddlers, disruption to the early development of executive attention results in an attenuated reduction in looking time to faces. Effects may be more apparent for faces due to early biases to orient towards them; further, attention difficulties may interact with earlier emerging differences in social information processing. Our finding that prolonged attention to faces may be an early indicator of disruption to the executive attention system is of potential value in screening for infants at risk for later EF difficulties and for evaluation of intervention outcomes.

EEG has been studied in the nonstationary mode of cognitive tasks. In this mode, cognitive task performance is reduced to seconds, cognitive activity is repeated many times, the stages of short-term dominance of externally oriented (sensory) attention are followed by stages of longer dominance of either sensory or internally oriented (mental) attention. Previously, the stationary mode was used, in which the subjects were for a long time either in the state of dominance of sensory attention or in the state of dominance of mental attention. The non-stationary mode is close to real learning modes, including the use of electronic education techniques. The non-stationary mode also allows the comparison of EEG correlates of mental and sensory attention dominance at different stages of cognitive task performance. An analysis of preliminary data shows that, at the stage of preparatory attention, the EEG differences between tasks with a dominance of mental attention and with a dominance of sensory attention are much smaller than the differences at the stage of executive attention, which suggests non-specificity of the nature of preparatory attention. [ABSTRACT FROM AUTHOR]

The ensemble hypothesis proposes that uniquely human cognitive abilities depend on more than just language. Besides overt language, inner speech, and causal interpretations, executive attention, mental time travel, and theory of mind abilities are essential parts that combine additively and even multiplicatively. In this review, we consider the implications of the ensemble hypothesis for the psychopathologies of anxiety and depression. Generalized anxiety disorder (GAD) and major depressive disorder (MDD) are two of the most common mental disorders worldwide. The mechanisms that differentiate them are difficult to identify, however. Mental time travel has been implicated in models of depressive and anxiety disorders, but here we argue that at least two other ensemble components, namely, interpreter biases and executive attention, must also be considered. Depressive and anxiety disorders have both been found to show impairments in all three of these components, but the precise relationships seem to distinguish the two kinds of disorders. In reviewing the literature, we develop models for depression and anxiety that take into account an ensemble of mental components that are unique for each disorder. We specify how the relations among mental time travel, interpreter biases, and executive attentional control differ in depression and anxiety. We conclude by considering the implications of these models for treating and conceptualizing anxiety and depression. [ABSTRACT FROM AUTHOR]