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Training attentional control in infancy.

Sam Wass¹, Kaska Porayska-Pomsta, Mark H Johnson

¹Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London WC1E 7HX, UK. sam.wass@bbk.ac.uk

Current Biology : CB

|September 6, 2011

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Infant cognitive training improved attentional control and sustained attention, showing distal transfer. This early development of cognitive control is crucial for future learning and academic success.

Area of Science:

Developmental psychology
Cognitive neuroscience
Infant cognition

Background:

Adult cognitive training often lacks generalized improvements.
Children show greater distal transfer in cognitive tasks, indicating enhanced plasticity.
Early attentional control is linked to later academic learning and is disrupted in various disorders.

Purpose of the Study:

To investigate if attentional control training in 11-month-old infants leads to generalized cognitive improvements.
To determine if infants exhibit distal transfer following cognitive training.
To explore the relationship between training duration and improvement in cognitive measures.

Main Methods:

Gaze-contingent paradigms were used to train 11-month-old infants on attentional control tasks.

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An active control group was included for comparison.

Posttraining assessments measured cognitive control, sustained attention, saccadic reaction times, and visual attention disengagement.

Main Results:

Infants showed improvements in cognitive control and sustained attention compared to the control group.
Reduced saccadic reaction times and faster visual attention disengagement were observed.
While spontaneous looking behavior showed trend changes, working memory did not improve; training amount correlated with some improvements.

Conclusions:

This study provides the first evidence of distal transfer from attentional control training in infancy.
Early gains in attentional control may have significant implications for future learning and development.
Findings open new research avenues into early cognitive interventions and their long-term effects.