An official website of the United States government
Abstract We build on the existing biased competition view to argue that attention is anemergentproperty of neural computations within and across hierarchically embedded and structurally connected cortical pathways. Critically then, one must ask,what is attention emergent from? Within this framework, developmental changes in the quality of sensory input and feedforward‐feedback information flow shape the emergence and efficiency of attention. Several gradients of developing structural and functional cortical architecture across the caudal‐to‐rostral axis provide the substrate for attention to emerge. Neural activity within visual areas depends on neuronal density, receptive field size, tuning properties of neurons, and the location of and competition between features and objects in the visual field. These visual cortical properties highlight the information processing bottleneck attention needs to resolve. Recurrent feedforward and feedback connections convey sensory information through a series of steps at each level of the cortical hierarchy, integrating sensory information across the entire extent of the cortical hierarchy and linking sensory processing to higher‐order brain regions. Higher‐order regions concurrently provide input conveying behavioral context and goals. Thus, attention reflects the output of a series of complex biased competition neural computations that occur within and across hierarchically embedded cortical regions. Cortical development proceeds along the caudal‐to‐rostral axis, mirroring the flow in sensory information from caudal to rostral regions, and visual processing continues to develop into childhood. Examining both typical and atypical development will offer critical mechanistic insight not otherwise available in the adult stable state. This article is categorized under:Psychology > Attention
more »
« less
Context and attention control determine whether attending to competing information helps or hinders learning in school‐aged children
Abstract 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
more »
« less
- Award ID(s):
- 2051819
- PAR ID:
- 10361656
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- WIREs Cognitive Science
- Volume:
- 13
- Issue:
- 1
- ISSN:
- 1939-5078
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Bortfeld, Heather; de Haan, Michelle; Nelson, Charles A.; Quinn, Paul C. (Ed.)Abstract Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest that it may be due to a sharpening numerical representation or an improved ability to pay attention to number and filter out non‐numerical information. We investigate this issue by studying change in children's performance (N = 65) on a nonsymbolic number comparison task, where children decide which of two dot arrays has more dots, from the middle to the end of 1st grade (mean age at time 1 = 6.85 years old). In this task, visual properties of the dot arrays such as surface area are either congruent (the more numerous array has more surface area) or incongruent. Children rely more on executive functions during incongruent trials, so improvements in each congruency condition provide information about the underlying cognitive mechanisms. We found that accuracy rates increased similarly for both conditions, indicating a sharpening sense of numerical magnitude, not simply improved attention to the numerical task dimension. Symbolic number skills predicted change in congruent trials, but executive function did not predict change in either condition. No factor predicted change in math achievement. Together, these findings suggest that nonsymbolic number processing undergoes development related to existing symbolic number skills, development that appears not to be driving math gains during this period.Children's ability to discriminate nonsymbolic number improves throughout development. Competing theories suggest improvement due to sharpening magnitude representations or changes in attention and inhibition.The current study investigates change in nonsymbolic number comparison performance during first grade and whether symbolic number skills, math skills, or executive function predict change.Children's performance increased across visual control conditions (i.e., congruent or incongruent with number) suggesting an overall sharpening of number processing.Symbolic number skills predicted change in nonsymbolic number comparison performance.more » « less
-
Abstract This primer describes research on the development of motor behavior. We focus on infancy when basic action systems are acquired—posture, locomotion, manual actions, and facial actions—and we adopt a developmental systems perspective to understand the causes and consequences of developmental change. Experience facilitates improvements in motor behavior and infants accumulate immense amounts of varied everyday experience with all the basic action systems. At every point in development, perception guides behavior by providing feedback about the results of just prior movements and information about what to do next. Across development, new motor behaviors provide new inputs for perception. Thus, motor development opens up new opportunities for acquiring knowledge and acting on the world, instigating cascades of developmental changes in perceptual, cognitive, and social domains. This article is categorized under:Cognitive Biology > Cognitive DevelopmentPsychology > Motor Skill and PerformanceNeuroscience > Developmentmore » « less
-
Abstract Natural language helps express mathematical thinking and contexts. Conventional mathematical notation (CMN) best suits expressions and equations. Each is essential; each also has limitations, especially for learners. Our research studies how programming can be a advantageous third language that can also help restore mathematical connections that are hidden by topic‐centred curricula. Restoring opportunities for surprise and delight reclaims mathematics' creative nature. Studies of children's use of language in mathematics and their programming behaviours guide our iterative design/redesign of mathematical microworlds in which students, ages 7–11, use programming in their regular school lessonsas a language for learning mathematics. Though driven by mathematics, not coding, the microworlds develop the programming over time so that it continues to support children's developing mathematical ideas. This paper briefly describes microworlds EDC has tested with well over 400 7‐to‐8‐year‐olds in school, and others tested (or about to be tested) with over 200 8‐to‐11‐year‐olds. Our challenge was to satisfy schools' topical orientation and fit easily within regular classroom study but use and foreshadow other mathematical learning to remove the siloes. The design/redesign research and evaluation is exploratory, without formal methodology. We are also more formally studying effects on children's learning. That ongoing study is not reported here. Practitioner notesWhat is already knownActive learning—doing—supports learning.Collaborative learning—doingtogether—supports learning.Classroom discourse—focused, relevantdiscussion, not just listening—supports learning.Clear articulation of one's thinking, even just to oneself, helps develop that thinking.What this paper addsThe common languages we use for classroom mathematics—natural language for conveying the meaning and context of mathematical situations and for explaining our reasoning; and the formal (written) language of conventional mathematical notation, the symbols we use in mathematical expressions and equations—are both essential but each presents hurdles that necessitate the other. Yet, even together, they are insufficient especially for young learners.Programming, appropriately designed and used, can be the third language that both reduces barriers and provides the missing expressive and creative capabilities children need.Appropriate design for use in regular mathematics classrooms requires making key mathematical content obvious, strong and the ‘driver’ of the activities, and requires reducing tech ‘overhead’ to near zero.Continued usefulness across the grades requires developing children's sophistication and knowledge with the language; the powerful ways that children rapidly acquire facility with (natural) language provides guidance for ways they can learn a formal language as well.Implications for policy and/or practiceMathematics teaching can take advantage of the ways children learn through experimentation and attention to the results, and of the ways children use their language brain even for mathematics.In particular, programming—in microworlds driven by the mathematical content, designed to minimise distraction and overhead, open to exploration and discoveryen routeto focused aims, and in which childrenself‐evaluate—can allow clear articulation of thought, experimentation with immediate feedback.As it aids the mathematics, it also builds computational thinking and satisfies schools' increasing concerns to broaden access to ideas of computer science.more » « less
-
Abstract Calls for using marine protected areas (MPAs) to achieve goals for nature and people are increasing globally. While the conservation and fisheries impacts of MPAs have been comparatively well‐studied, impacts on other dimensions of human use have received less attention. Understanding how humans engage with MPAs and identifying traits of MPAs that promote engagement is critical to designing MPA networks that achieve multiple goals effectively, equitably and with minimal environmental impact.In this paper, we characterize human engagement in California's MPA network, the world's largest MPA network scientifically designed to function as a coherent network (124 MPAs spanning 16% of state waters and 1300 km of coastline) and identify traits associated with higher human engagement. We assemble and compare diverse indicators of human engagement that capture recreational, educational and scientific activities across California's MPAs.We find that human engagement is correlated with nearby population density and that site “charisma” can expand human engagement beyond what would be predicted based on population density alone. Charismatic MPAs tend to be located near tourist destinations, have long sandy beaches and be adjacent to state parks and associated amenities. In contrast, underutilized MPAs were often more remote and lacked both sandy beaches and parking lot access.Synthesis and applications: These results suggest that achieving MPA goals associated with human engagement can be promoted by developing land‐based amenities that increase access to coastal MPAs or by locating new MPAs near existing amenities during the design phase. Alternatively, human engagement can be limited by locating MPAs in areas far from population centres, coastal amenities or sandy beaches. Furthermore, managers may want to prioritize monitoring, enforcement, education and outreach programmes in MPAs with traits that predict high human engagement. Understanding the extent to which human engagement impacts the conservation performance of MPAs is a critical next step to designing MPAs that minimize tradeoffs among potentially competing objectives. Read the freePlain Language Summaryfor this article on the Journal blog.more » « less
