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BACKGROUND: Brain serotonin function is thought to promote sleep regulation and cognitive processes, whereas sleep abnormalities and subsequent behavioral decline are often attributed to deficient brain serotonin activity. Brain uptake of the serotonin precursor tryptophan is dependent on nutrients that influence the availability of tryptophan via a change in the ratio of plasma tryptophan to the sum of the other large neutral amino acids (Trp:LNAA). OBJECTIVE: We tested whether evening consumption of alpha-lactalbumin protein with an enriched tryptophan content of 4.8 g/100 g increases plasma Trp:LNAA and improves alertness and performance on the morning after sleep, particularly in subjects with sleep complaints. DESIGN: Healthy subjects with (n = 14) or without (n = 14) mild sleep complaints participated in a double-blind, placebo-controlled study. The subjects slept at the laboratory for 2 separate nights so that morning performance could be evaluated after an evening diet containing either tryptophan-rich alpha-lactalbumin or tryptophan-low placebo protein. Evening dietary changes in plasma Trp:LNAA were measured. Behavioral (reaction time and errors) and brain measures of attention were recorded during a continuous performance task. RESULTS: Evening alpha-lactalbumin intake caused a 130% increase in Trp:LNAA before bedtime (P = 0.0001) and modestly but significantly reduced sleepiness (P = 0.013) and improved brain-sustained attention processes (P = 0.002) the following morning. Only in poor sleepers was this accompanied by improved behavioral performance (P = 0.05). CONCLUSION: Evening dietary increases in plasma tryptophan availability for uptake into the brain enhance sustained alertness early in the morning after an overnight sleep, most likely because of improved sleep. Copyright © 2005 American Society for Clinical Nutrition [ABSTRACT FROM AUTHOR]

Background: Several studies have shown that Stroop interference is stronger in children than in adults. However, in a standard Stroop paradigm, stimulus interference and response interference are confounded. The purpose of the present study was to determine whether interference at the stimulus level and the response level are subject to distinct maturational patterns across childhood. Three groups of children (6-7 year-olds, 8-9 year-olds, and 10-12 year-olds) and a group of adults performed a manual Color-Object Stroop designed to disentangle stimulus interference and response interference. This was accomplished by comparing three trial types. In congruent (C) trials there was no interference. In stimulus incongruent (SI) trials there was only stimulus interference. In response incongruent (RI) trials there was stimulus interference and response interference. Stimulus interference and response interference were measured by a comparison of SI with C, and RI with SI trials, respectively. Event-related potentials (ERPs) were measured to study the temporal dynamics of these processes of interference.Results: There was no behavioral evidence for stimulus interference in any of the groups, but in 6-7 year-old children ERPs in the SI condition in comparison with the C condition showed an occipital P1-reduction (80-140 ms) and a widely distributed amplitude enhancement of a negative component followed by an amplitude reduction of a positive component (400-560 ms). For response interference, all groups showed a comparable reaction time (RT) delay, but children made more errors than adults. ERPs in the RI condition in comparison with the SI condition showed an amplitude reduction of a positive component over lateral parietal (-occipital) sites in 10-12 year-olds and adults (300-540 ms), and a widely distributed amplitude enhancement of a positive component in all age groups (680-960 ms). The size of the enhancement correlated positively with the RT response interference effect.Conclusion: Although processes of stimulus interference control as measured with the color-object Stroop task seem to reach mature levels relatively early in childhood (6-7 years), development of response interference control appears to continue into late adolescence as 10-12 year-olds were still more susceptible to errors of response interference than adults. [ABSTRACT FROM AUTHOR]

The triple pathway model suggests that different neuropsychological factors underlie symptoms of inattention (i.e., time, cognition and/or motivation problems). However, screening instruments asking individuals to judge the link between these neuropsychological factors and inattention are lacking. The recently developed screening questionnaire, PASSC, aims to examine these factors possibly causing inattention by asking parents to indicate to what extent their child experiences inattention symptoms and to what extent different neuropsychological factors explain this inattention. The present study extends prior validation research of the PASSC by examining associations between PASSC inattention explained by time, cognition, and/or motivation and children's performance on tests measuring these same three constructs. Results indicated positive correlations between PASSC inattention explained by time and less accurate performance on a time discrimination test, and between PASSC inattention explained by cognition and more working memory errors as well as higher attention switching costs. Furthermore, children whose parents indicated that their inattention was best explained by cognition showed higher switching costs than children whose inattention was best explained by motivation. This support for construct validity of the PASSC is limited to two PASSC explanations (i.e., time, cognition) and a subset of tests (i.e., time discrimination, attention switching, memory span). Future research should focus on integrating PASSC and performance test results to differentiate between children with attention problems but different underlying neuropsychological problems. Concluding, the PASSC can be a promising screening tool to identify inattention in children and the underlying explanation indicated by parents.

Various studies claim that early-learned, culture-typical (canonical) finger configurations used to communicate or represent numerosity, have stronger connections to numerical concepts stored in long-term memory than cultural-unfamiliar finger configurations, thereby allowing for faster access to their numerical meaning. The current study investigated whether presentation of canonical finger configurations gesturing numerosities 1-4 or 6-9 would facilitate young adults' behavioral and neural processing of Arabic numerals. Thirty-one adults performed a number comparison task in which they had to decide whether simultaneously presented Arabic numerals and canonical or non-canonical finger configurations showed the same or a different numerosity, while measuring their performance and Event-Related Potentials (ERPs). The results showed faster responses when comparisons involved canonical (versus non-canonical) finger configurations, but only on numerosity-congruent trials where finger configuration and Arabic numeral matched in number identity. Canonical, and small-number finger configurations 1-4 in general (irrespective of their canonicity), also elicited enhanced amplitude of the early right-parietal P2p, and the later centro-parietal P3 on numerosity-congruent trials. We suggest these P2p and P3 findings respectively reflect facilitated numerical access and easier categorization of canonical finger-numeral configurations. The current results provide behavioral and neurophysiological evidence for the embodiment of culture-specific, canonical, finger-numeral configurations, and their link with other number representations in the adult brain, likely emerging from their more frequent use in daily life communication and/or in early childhood during number symbol acquisition., (Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Fingers facilitate number learning and arithmetic processing in early childhood. The current study investigated whether images of early-learned, culturally-typical (canonical), finger montring patterns presenting smaller (2,3,4) or larger (7,8,9) quantities still facilitate adults' performance and neural processing in a math verification task. Twenty-eight adults verified solutions to simple addition problems that were shown in the form of canonical or non-canonical finger-number montring patterns while measuring Event Related Potentials (ERPs). Results showed more accurate and faster sum verification when sum solutions were shown by canonical (versus non-canonical) finger patterns. Canonical finger montring patterns 2-4 led to faster responses independent of whether they presented correct or incorrect sum solutions and elicited an enhanced early right-parietal P2p response, whereas canonical configurations 7-9 only facilitated performance in correct sum solution trials without evoking P2p effects. The later central-parietal P3 was enhanced to all canonical finger patterns irrespective of numerical range. These combined results provide behavioral and brain evidence for canonical cardinal finger patterns still having facilitating effects on adults' number processing. They further suggest that finger montring configurations of numbers 2-4 have stronger internalized associations with other magnitude representations, possibly established through their mediating role in the developmental phase in which children acquire the numerical meaning of the first four number symbols.

The nature of the mapping process that imbues number symbols with their numerical meaning-known as the "symbol-grounding process"-remains poorly understood and the topic of much debate. The aim of this study was to enhance insight into how the nonsymbolic-symbolic number mapping process and its neurocognitive correlates might differ between small (1-4; subitizing range) and larger (6-9) numerical ranges. Hereto, 22 young adults performed a learning task in which novel symbols acquired numerical meaning by mapping them onto nonsymbolic magnitudes presented as dot arrays (range 1-9). Learning-dependent changes in accuracy and RT provided evidence for successful novel symbol quantity mapping in the subitizing (1-4) range only. Corroborating these behavioral results, the number processing related P2p component was only modulated by the learning/mapping of symbols representing small numbers 1-4. The symbolic N1 amplitude increased with learning independent of symbolic numerical range but dependent on the set size of the preceding dot array; it only occurred when mapping on one to four item dot arrays that allow for quick retrieval of a numeric value, on the basis of which, with learning, one could predict the upcoming symbol causing perceptual expectancy violation when observing a different symbol. These combined results suggest that exact nonsymbolic-symbolic mapping is only successful for small quantities 1-4 from which one can readily extract cardinality. Furthermore, we suggest that the P2p reflects the processing stage of first access to or retrieval of numeric codes and might in future studies be used as a neural correlate of nonsymbolic-symbolic mapping/symbol learning.

Mind wandering is associated with worse performance on cognitively demanding tasks, but this concept is largely unexplored in typically developing children and little is known about the relation between mind wandering and specific executive functions (EFs). This study aimed, first, to measure and compare children's mind wandering in controlled computerized tasks as well as in an educational setting and, second, to examine the association between mind wandering and the three core EFs, namely inhibition, working memory, and set shifting/switching. A total of 52 children aged 9-11 years performed a classroom listening task and a computerized EF battery consisting of flanker, running span, and attention switching tasks. Mind wandering was measured using online probed and/or retrospective self-reports of task-unrelated thoughts (TUTs) during task performance. Children reported TUTs on 20-25% of the thought probes, which did not differ between classroom and EF tasks. Regression models, hierarchically adding the three core EFs, accounted for a small but significant portion of variance in TUT frequency when measured in class and retrospectively after EF tasks, but not when measured online in EF tasks. Children with worse inhibition were more prone to mind wander during classroom and EF tasks. Lower attention switching accuracy also explained variation in retrospectively reported TUTs during EF tasks. Working memory was not a significant predictor. These results suggest that mind wandering is common and reliably measurable in children in controlled computerized and educational tasks. Lower executive control abilities predict more frequent mind wandering, although different EFs are related to mind wandering in diverse tasks/measures., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Study Question: Does PGD increase the risk on adverse cognitive and socio-emotional development?, Summary Answer: The cognitive and socio-emotional development in children born after PGD seems to be normal when compared to control groups., What Is Known Already: A limited number of studies with small sample sizes indicate that the cognitive and socio-emotional development of (pre)school-aged children born after either PGD or PGS seem to be comparable to those of children born after IVF/ICSI and to naturally conceived (NC) children from the general population., Study Design, Size, Duration: For this study we invited 72 5-year-old PGD children, 128 5-year-old IVF/ICSI children and 108 5-year-old NC children from families with a genetic disorder. All children were invited between January 2014 and July 2016., Participants/materials, Setting, Methods: In total, 51 PGD children, 52 IVF/ICSI children and 35 NC children underwent neuropsychological testing (WPPSI-III-NL and AWMA). The children's parent(s) and teachers filled in questionnaires evaluating children's executive functioning (Behaviour Rating Inventory of Executive Functions; BRIEF) and socio-emotional development (Child Behaviour Checklist; CBCL and Caregiver-Teacher Report Form; C-TRF)., Main Results and the Role of Chance: The mean full-scale intelligence quotient scores (P = 0.426) and performance on the AWMA Listening Span task (P = 0.873) and Spatial Span task (P = 0.458) were comparable between the three groups. Regarding socio-emotional development, the teachers' scores revealed more externalizing (P = 0.011) and total problem (P = 0.019) behaviour in PGD children than for IVF/ICSI children; both groups did not differ significantly from the NC children (P = 0.11). More children (13%) with an affected first-degree family member (mostly parent) were included in the PGD group than in the NC group. Scores in all groups fell within the normal population range and should be considered normal., Limitations, Reasons for Caution: The number of NC children from families with a genetic disorder was relatively small. Furthermore, the fathers' CBCL results were based on small samples., Wider Implications of the Findings: PGD children show levels of cognitive and socio-emotional development at 5 years that are within the normal range, despite the biopsy involved in PGD and the potential extra psychological burden associated with the presence of a genetic disorder in the family., Study Funding/competing Interest(s): This study was funded by ZonMw (70-71300-98-106). None of the authors have any competing interests to declare., Trial Registration Number: NCT02149485.

Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement., (© 2018 John Wiley & Sons Ltd.)

Background: Executive functions are higher cognitive control functions, which are essential to physical and psychological well-being, academic performance, and healthy social relationships. Executive functions can be trained, albeit without broad transfer, to this date. Broad transfer entails the translation of improved cognitive functions to daily life (behaviors). The intervention Train your Mind was designed to train executive functions among elementary school children aged 9 to 11 years, and obtain broad transfer in terms of enhanced physical activity, healthy eating, and socioemotional regulation., Objective: This paper aims to describe the cluster randomized trial to test the effectiveness of the Train your Mind intervention., Methods: Train your Mind was integrated into the existing school curriculum for 8 months (25 weeks excluding holidays). The effectiveness of the intervention was tested in a cluster randomized trial comprising 13 schools, 34 groups (school classes), and 800 children, using a battery of 6 computer tasks at pre- and postmeasurement. Each of the 3 core executive functions was measured by 2 tasks (Flanker and Go/No-Go; N-Back and Running Span; Attention Switching Task and Dots/Triangles). Moreover, we administered questionnaires that measure emotion-regulation, cognitive errors, physical activity, dietary habits, and the psycho-social determinants of diet and physical activity. Body mass index was also measured. Multilevel analyses will account for clustering at the school and group levels, and randomization took place at the school level., Results: Results are currently being analyzed., Conclusions: The main purpose of this study is to test Train your Mind's effectiveness in enhancing executive functions. Second, we investigate whether increased executive functions lead to improved physical activity and healthy eating. If found effective, executive function training could easily be integrated into school curricula everywhere, and as such, boost health, academic performance, and emotion-regulation of elementary school children, in a cost-effective manner., Trial Registration: Netherlands Trial Register NTR5804; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=5804 (Archived by WebCite at http://www.webcitation.org/6z9twosJ8)., Registered Report Identifier: RR1-10.2196/7908., (©Joachim Bervoets, Lisa M Jonkman, Sandra Mulkens, Hein de Vries, Gerjo Kok. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 07.06.2018.)

Objective: In adulthood, depressive mood is often comorbid with ADHD, but its role in ADHD-inattentiveness and especially relations with mind wandering remains to be elucidated. This study investigated the effects of laboratory-induced dysphoric mood on task-unrelated mind wandering and its consequences on cognitive task performance in college students with high (n = 46) or low (n = 44) ADHD-Inattention symptomatology and Hyperactivity/Impulsivity symptoms in the normal range., Methods: These non-clinical high/low ADHD-Inattention symptom groups underwent negative or positive mood induction after which mind wandering frequency was measured in a sustained attention (SART), and a reading task. Effects of ruminative response style and working memory capacity on mind wandering frequency were also investigated., Results: Significantly higher frequencies of self -reported mind wandering in daily life, in the SART and reading task were reported in the ADHD-Inattention symptom group, with detrimental effects on text comprehension in the reading task. Induced dysphoric mood did specifically enhance the frequency of mind wandering in the ADHD-Inattention symptom group only during the SART, and was related to their higher self-reported intrusive ruminative response styles. Working memory capacity did not differ between high/low attention groups and did not influence any of the reported effects., Conclusions: These combined results suggest that in a non-clinical sample with high ADHD-inattention symptoms, dysphoric mood and a ruminative response style seem to be more important determinants of dysfunctional mind wandering than a failure in working memory capacity/executive control, and perhaps need other ways of remediation, like cognitive behavioral therapy or mindfulness training.

Evidence for memory problems in children with attention deficit hyperactivity disorder (ADHD) is accumulating. Attempting to counter such problems, in the present study children with ADHD aged 8-12 years underwent a six-week metacognitive memory strategy training (MST) or one of two other active trainings, either a metacognitive attention-perceptual-motor training (APM) or placebo training consisting of playing board games (PLA). Effects of the training on episodic memory and underlying brain processes were investigated by comparing performance and event-related brain potentials (ERPs) on pre- and post-training sessions in an old/new recognition task between the three training groups. Potential far transfer effects of the memory strategy training were investigated by measuring performance on neuropsychological attention and memory-span tasks and parent-rated ADHD symptoms. The metacognitive memory strategy training led to significantly improved memory performance and enhanced amplitude of left parietal P600 activity associated with the process of memory recollection when compared to PLA, but APM training evoked similar improvements. Memory performance gains were significantly correlated with the memory-related ERP effects. Preliminary far transfer effects of MST training were found on attention and working memory performance and on parent-rated ADHD symptoms, although these results need replication with larger and better IQ-matched groups.

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the current study, different models were applied to children's longitudinal number placement data to get more insight into the development of number line representations in kindergarten and early primary school years. In addition, longitudinal developmental relations between number line placements and mathematical achievement, measured with a national test of mathematics, were investigated using cross-lagged panel modeling. A group of 442 children participated in a 3-year longitudinal study (ages 5-8 years) in which they completed a number-to-position task every 6 months. Individual number line placements were fitted to various models, of which a one-anchor power model provided the best fit for many of the placements at a younger age (5 or 6 years) and a two-anchor power model provided better fit for many of the children at an older age (7 or 8 years). The number of children who made linear placements also grew with age. Cross-lagged panel analyses indicated that the best fit was provided with a model in which number line acuity and mathematics performance were mutually predictive of each other rather than models in which one ability predicted the other in a non-reciprocal way. This indicates that number line acuity should not be seen as a predictor of math but that both skills influence each other during the developmental process., (Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.)

Social interaction starts with perception of other persons. One of the first steps in perception is processing of basic information such as spatial frequencies (SF), which represent details and global information. However, although behavioural perception of SF is well investigated, the developmental trajectory of the temporal characteristics of SF processing is not yet well understood. The speed of processing of this basic visual information is crucial, as it determines the speed and possibly accuracy of subsequent visual and social processes. The current study investigated developmental changes in the temporal characteristics of selective processing of high SF (HSF; details) versus low SF (LSF; global). To this end, brain activity was measured using EEG in 108 children aged 3-15 years, while HSF or LSF grating stimuli were presented. Interest was in the temporal characteristics of brain activity related to LSF and HSF processing, specifically at early (N80) or later (P1 or N2) peaks in brain activity. Analyses revealed that from 7-8 years onwards HSF but not LSF stimuli evoked an N80 peak. In younger children, aged 3-8 years, the visual manipulation mainly affected the visual N2 peak. Selective processing of HSF versus LSF thus occurs at a rather late time-point (N2 peak) in young children. Although behavioural research previously showed that 3-6 year-olds can perceive detailed information, the current results point out that selective processing of HSF versus LSF is still delayed in these children. The delayed processing in younger children could impede the use of LSF and HSF for emotional face processing. Thus, the current study is a starting point for understanding changes in basic visual processing which underlie social development.

Brain serotonin (5-hydroxytryptamine, 5-HT) dysfunction is considered to promote food intake and eating-related disturbances, especially under stress or negative mood. Vulnerability for 5-HT disturbances is considered to be genetically determined, including a short (S) allele polymorphism in the serotonin transporter gene (5-HTTLPR) that is associated with lower serotonin function. Since 5-HT function may be slightly increased by carbohydrate consumption, S-allele 5-HTTLPR carriers in particular may benefit from a sugar-preload due to their enhanced 5-HT vulnerability. The aim of the current study was to investigate whether a sugar-containing preload may reduce appetite and energy intake after exposure to stress to induce negative mood, depending on genetic 5-HT vulnerability. From a population of 771 healthy young male and female genotyped college students 31 S/S carriers (8 males, 23 females) and 26 long allele (L/L) carriers (9 males, 17 females) (mean ± S.D. 22 ± 1.6 years; body mass index, BMI, 18-33 kg/m(2)) were monitored for changes in appetite and snacking behavior after stress exposure. Results revealed an increased energy intake after mild mental stress (negative mood) mainly for high-fat sweet foods, which was significantly greater in S/S carriers, and only in these genotypes this intake was significantly reduced by a sucrose-containing preload. Although alternative explanations are possible, it is suggested that S/S participants may have enhanced brain (hypothalamic) 5-HT responsiveness to food that makes them more susceptible to the beneficial satiation effects of a sucrose-preload as well as to the negative effects of mild mental stress on weight gain.

The application of elaborative encoding strategies during learning, such as grouping items on similar semantic categories, increases the likelihood of later recall. Previous studies have suggested that stimuli that encourage semantic grouping strategies had modulating effects on specific ERP components. However, these studies did not differentiate between ERP activation patterns evoked by elaborative working memory strategies like semantic grouping and more simple strategies like rote rehearsal. Identification of neurocognitive correlates underlying successful use of elaborative strategies is important to understand better why certain populations, like children or elderly people, have problems applying such strategies. To compare ERP activation during the application of elaborative versus more simple strategies subjects had to encode either four semantically related or unrelated pictures by respectively applying a semantic category grouping or a simple rehearsal strategy. Another goal was to investigate if maintenance of semantically grouped vs. ungrouped pictures modulated ERP-slow waves differently. At the behavioral level there was only a semantic grouping benefit in terms of faster responding on correct rejections (i.e. when the memory probe stimulus was not part of the memory set). At the neural level, during encoding semantic grouping only had a modest specific modulatory effect on a fronto-central Late Positive Component (LPC), emerging around 650 ms. Other ERP components (i.e. P200, N400 and a second Late Positive Component) that had been earlier related to semantic grouping encoding processes now showed stronger modulation by rehearsal than by semantic grouping. During maintenance semantic grouping had specific modulatory effects on left and right frontal slow wave activity. These results stress the importance of careful control of strategy use when investigating the neural correlates of elaborative encoding., (Copyright © 2014 Elsevier B.V. All rights reserved.)

This two-cohort longitudinal study on the development of the semantic grouping strategy had three goals. First, the authors examined if 6-7-year-olds are nonstrategic before becoming strategic after prompting at 8-9 years of age, and if 8-9-year-olds are prompted strategic before spontaneous strategy use at 10-11 years of age. Children 6-7 and 8-9 years old performed two sort-recall tasks (one without and one with a grouping prompt) at two time points separated 1.5 years from each other. Second, the authors investigated whether short-term or working memory capacity at time point 1 predicted recall in children who did or did not use the semantic grouping strategy 1.5 years later. Third, the authors investigated whether prompted strategic children and children who used the strategy spontaneously differed in strategy transfer to a new task. Developmental results confirmed previous cross-sectional results, but in a longitudinal two-cohort study 6-7-year-olds were nonstrategic, and became prompted strategic around 8-9 years of age, followed by spontaneous strategy use at age 10-11 years. The authors found that memory capacity was not predictive of later use of the strategy. New findings were that prompted strategic children were as equally able as spontaneously strategic children to transfer the strategy to a new task, albeit with smaller recall benefits.

Attention-deficit/hyperactivity disorder (ADHD) patients have both working memory (WM) and attention problems. Good attention skills are important for WM performance; individuals have higher WM capacity when being able to prevent storage of irrelevant information through efficient filtering. Since it is unknown how filtering ability is associated with WM performance in ADHD, this was investigated in the present study. A visuospatial working memory (VSWM) change detection task with distracting stimuli was administered to adolescents (12-16 years old) and adults (20-46 years old) with and without ADHD matched on education/IQ. Besides performance, contralateral delay activity (CDA) was measured; a neural correlate of the number of targets and distracters encoded and maintained in WM during the retention interval. Performance data showed similar WM-load, WM-distracter interference and developmental effects in ADHD and control groups. Adolescents' performance on the WM task deteriorated more than that of adults in the presence of distracters and with higher WM-load, irrespective of Diagnosis. The CDA data suggested that initially all groups encoded/maintained distracting information, but only adults were able to bounce this information from memory later in the retention interval, leading to better WM performance. The only effect of Diagnosis was a smaller CDA in adolescents and adults with ADHD than in age/IQ-matched controls when maintaining a low 1-item load, which was possibly related to an inability to keep attention focused at cued stimuli with low task demands. Overall, the development of filtering efficiency and VSWM storage capacity in adolescents with ADHD was not different from that in typically developing peers.

The present study investigated how the development of interference control is influenced by the development of working memory (WM) capacity during adolescence. In a dual-task, 17 adolescents (12-16 years) and 19 adults (18-48 years) performed a gender word-face Stroop task, while WM-capacity was manipulated by a concurrently performed N-back task. Behavior (reaction times, % errors and % misses) and event-related potentials associated with the detection (N450) of the Stroop conflict and response selection (sustained positivity; SP) were measured without or with a concurrent WM load. Adolescents had lower accuracy on N-back and Stroop trials than adults. N450 results showed Stroop conflict above temporal-occipital cortex which was suggested to be caused by processing of distracter faces. This N450 conflict response was smaller in adults and only present when holding a simultaneous WM-load, whereas adolescents' N450 conflict responses were already present without a concurrent WM-load and did not further increase with load. These N450 results indicate poorer distracter suppression in adolescence which is suggested to be due to insufficient attentional resources for top-down control. Irrespective of WM-load, adolescents also had larger parietal SP conflict responses than adults, suggesting inefficient response selection in case of activation of two conflicting responses. The main conclusion is that adolescents have worse distracter suppression than adults, caused by lower availability of resources for top-down control., (Copyright © 2011 Elsevier B.V. All rights reserved.)

The present study investigated the development of visuospatial working memory (VSWM) capacity and the efficiency of filtering in VSWM in adolescence. To this end, a group of IQ-matched adults and adolescents performed a VSWM change detection task with manipulations of WM-load and distraction, while performance and electrophysiological contralateral delay activity (CDA) were measured. The CDA is a lateralized ERP marker of the number of targets and distracters that are selectively encoded/maintained in WM from one hemifield of the memory display. Significantly lower VSWM-capacity (Cowan's K) was found in adolescents than adults, and adolescents' WM performance (in terms of accuracy and speed) also suffered more from the presence of distracters. Distracter-related CDA responses were partly indicative of higher distracter encoding/maintenance in WM in adolescents and were positively correlated with performance measures of distracter interference. This correlation suggests that the higher interference of distracters on WM performance in adolescents was caused by an inability to block distracters from processing and maintenance in WM. The lower visuospatial WM-capacity (K) in adolescents in the high load (3 items) condition was accompanied by a trend (p<.10) towards higher CDA amplitudes in adolescents than adults, whereas CDA amplitudes in the low load (1 item) condition were comparable between adolescents and adults. These findings point to immaturity of frontal-parietal WM-attention networks that support visuospatial WM processing in adolescence.

To examine the time course of effects of working memory (WM) load on interference control, ERPs were measured in a combined WM and Stroop task. A WM load of 0, 2, or 4 letters was imposed, and during the maintenance-interval Stroop trials were presented that required participants to classify names of famous people while ignoring faces that were either congruent or incongruent with the names. Behavioral interference was not modulated by WM load, but WM load led to an overall reduction of Stroop stimulus encoding as reflected by reduced N170 and N250 amplitudes independent of congruency. Incongruent distractor faces induced interference as shown by a delayed and reduced positivity between 480-600 ms (N450) and an enhanced positivity between 760-1000 ms (P600), indicating longer stimulus evaluation, conflict detection, and conflict resolution, respectively. WM load led to an increase of the P600 at frontal and parietal sites, possibly reflecting PFC-driven top-down control of posterior sites, necessary for conflict resolution., (Copyright © 2010 Society for Psychophysiological Research.)

Background: A detailed visual processing style has been noted in autism spectrum disorder (ASD); this contributes to problems in face processing and has been directly related to abnormal processing of spatial frequencies (SFs). Little is known about the early development of face processing in ASD and the relation with abnormal SF processing. We investigated whether young ASD children show abnormalities in low spatial frequency (LSF, global) and high spatial frequency (HSF, detailed) processing and explored whether these are crucially involved in the early development of face processing., Methods: Three- to 4-year-old children with ASD (n = 22) were compared with developmentally delayed children without ASD (n = 17). Spatial frequency processing was studied by recording visual evoked potentials from visual brain areas while children passively viewed gratings (HSF/LSF). In addition, children watched face stimuli with different expressions, filtered to include only HSF or LSF., Results: Enhanced activity in visual brain areas was found in response to HSF versus LSF information in children with ASD, in contrast to control subjects. Furthermore, facial-expression processing was also primarily driven by detail in ASD., Conclusions: Enhanced visual processing of detailed (HSF) information is present early in ASD and occurs for neutral (gratings), as well as for socially relevant stimuli (facial expressions). These data indicate that there is a general abnormality in visual SF processing in early ASD and are in agreement with suggestions that a fast LSF subcortical face processing route might be affected in ASD. This could suggest that abnormal visual processing is causative in the development of social problems in ASD., (Copyright © 2010 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.)

There is converging evidence for the presence of a fast subcortical face-processing route that operates on global face characteristics in the mature brain. Until now, little has been known about the development of such a route, which is surprising given suggestions that this fast subcortical face-processing route might be affected in neurodevelopmental disorders such as autism. To address this, early visual event-related potentials to pictures of fearful and neutral faces containing detailed or global information in 3- to 4-year-old (n = 20), 5- to 6-year-old (n = 25), and 7- to 8-year-old (n = 25) children were compared. In children, emotional processing was driven by detailed information. Developmental effects are discussed in terms of maturation of the fast subcortical face-processing route as well as an increase in experience with facial expressions with age.

To investigate the role of interference control on the development of working memory (WM) capacity, 6-12-year-old children and adults performed an N-Back task with differing WM-load and interference control demands. Correlation analyses between flanker interference scores and WM-load levels showed that interference control was only required in the 2-back condition. While WM maintenance (1-back task) reached adult accuracy levels at age 10-12, the ability to maintain information in WM during distraction (2-back-task) displayed protracted maturation into adolescence. This is suggested to reflect yet immature connections between prefrontal and posterior association areas, respectively involved in interference control and WM storage.

Objective: Response inhibition and attention processing in 5- to 7-year-old children with or without symptoms of attention-deficit hyperactivity disorder (ADHD) were examined., Methods: Twelve children with ADHD symptoms and 15 control children performed a CPT-AX task. Behavioral measures of inattention and impulsivity and ERP measures of conflict monitoring and inhibition (Nogo-N2 and Nogo-P3), cue-orientation and prestimulus target expectation (Cue-P2 and P3) and response preparation (CNV) were collected., Results: ADHD children detected fewer targets and had higher Inattention scores accompanied by reduced centro-parietal Cue- and Go-P3 activity. Occipital CNV amplitude was larger in ADHD children. At fronto-central leads, strong and comparable fronto-parietal Nogo-N2 effects were found in both groups, whereas the Nogo-P3 was only marginally significant in both groups., Conclusions: The attenuated Cue- and Go-P3 effects in the ADHD-symptom group are interpreted as early signs of delayed attention development, resulting in less preparation and less alertness to detect significant events. Whereas the Nogo-N2 effects were interpreted as signs of comparable levels of conflict processing in both groups, the small Nogo-P3 suggests that inhibitory processing is still immature at this age., Significance: The present study shows that specific attention problems can already be detected in the behavior and brain activity of 5- to 7-year-old children with symptoms of ADHD performing a CPT-AX task, and might be better indicators for the risk of developing ADHD than impulsivity measures.

This study investigated self-monitoring in children with autism spectrum disorder (ASD) with event-related potentials looking at both the error-related negativity (ERN) and error-related positivity (Pe). The ERN is related to early error/conflict detection, and the Pe has been associated with conscious error evaluation or attention allocation. In addition, post-error slowing in reaction times (RTs) was measured. Children with ASD and age- and IQ- matched controls were administered an easy and a hard version of an auditory decision task. Results showed that the ERN was smaller in children with ASD but localized in the anterior cingulate cortex (ACC) in both groups. In addition we found a negativity on correct trials (CRN) that did not differ between the groups. Furthermore, a reduced Pe and a lack of post-error slowing in RTs were found in children with ASD. The reduced ERN in children with ASD, in the presence of an intact CRN, might suggest a specific insensitivity to detect situations in which the chance of making errors is enhanced. This might in turn lead to reduced error awareness/attention allocation to the erroneous event (reduced Pe) and eventually in a failure in change of strategy to deal with a situation, as becomes evident from the lack of post-error slowing in the ASD group. This relates well to the perseverative behaviour that is seen in children with ASD. We discuss these results in terms of a general deficit in self-monitoring, underlying social disturbance in ASD and the involvement of the ACC.

Children with ADHD make more errors than control children in response-conflict tasks. To explore whether this is mediated by enhanced sensitivity to conflict or reduced error-processing, task-related brain activity (N2, Ne/ERN, Pe) was compared between 8- to 12-year-old children with ADHD and healthy controls during performance of a flanker task. Furthermore, effects of methylphenidate were investigated in ADHD children in a second study. ADHD children made more errors, especially in high-response-conflict conditions, without showing post-error slowing. N2 amplitudes were enhanced on trials resulting in an error response, Ne/ERN amplitude was unaffected and Pe amplitude was reduced in the ADHD group. Methylphenidate reduced errors in both low- and high-conflict conditions and normalized Pe amplitudes in children with ADHD. It was concluded that the inaccurate behaviour of ADHD children in conflict tasks might be related to reduced error-awareness and higher sensitivity to response conflict. Methylphenidate's ameliorating effects might be established through its influence on brain networks including posterior (parietal) cortex, enabling children with ADHD to allocate more attention to significant events.

High levels of impulsivity have adverse effects on performance in cognitive tasks, particularLy in those tasks that require high attention investment. Furthermore, both animal and human research has indicated that reduced brain serotonin (5-HT) function is associated with increases in impulsive behaviour or decreased inhibition ability, but the effects of 5-HT challenge have not yet been investigated in subjects vulnerable to impulsivity. The present study aimed to investigate whether subjects with high trait impulsivity perform worse than low impulsive subjects in a task switching paradigm in which they have to rapidly shift their attention between two response rules, and to investigate the influence of a 5-HT enhancing diet. Healthy subjects with high ( n = 19) and low (n = 18) trait impulsivity scores participated in a double-blind placebo-controlled study. All subjects performed the attention switch task in the morning following breakfast containing either tryptophan-rich alpha-lactalbumin (4.8 g/100 g TRP) or placebo protein (1.4 g/100 g TRP). Whereas there were no baseline differences between high and low impulsive subjects in task switching abilities, high impulsive subjects made significantly more switch errors and responded slower after dietary 5-HT stimulation, whereas no dietary effects were found on task switching performance in low-impulsive subjects. The deterioration in task switching performance induced by the 5-HT enhancing diet in high impulsive subjects was suggested to be established by general arousal/attention-reducing effects of 5-HT, which might have a larger impact in high impulsive subjects due to either different brain circuitry involved in task switching in this group or lower baseline arousal levels.

Objective: The aim of the present study was to investigate whether similar neural sources are involved in generating Nogo-N2 scalp topography in children and adults., Methods: Source analysis was performed on the Nogo-N2 data from two groups of children (sixteen 6/7 year-olds and seventeen 9/10 year-olds) and seventeen young adults (aged 19-23 years) that were obtained in a prior study by Jonkman LM. The development of preparation, conflict monitoring and inhibition from early childhood to young adulthood; a go/nogo ERP study. Brain Res 2006;1097:181-93., Results: In both children and adults a bilateral source pair in the medial frontal cortex (near ACC) was involved in the generation of Nogo-N2 activity. However, children needed an additional, posteriorly located source pair to adequately explain the Nogo-N2 distribution. In 6/7 year-olds this posterior source was localized in occipito-temporal areas, whereas in 9/10 year-olds the posterior sources shifted to parietal locations., Conclusions: Although children recruit similar frontal regions as adults in the Nogo-N2 time window, the additional activation of posterior sources might indicate that early executive control performance is less automatic or requires more effortful control in children. This in turn might cause them to rely on more basic stimulus processing or to activate additional attention-related areas., Significance: Results from the present study show that in children, a more diffuse brain network is involved in executive control processing (conflict monitoring) in the Nogo-N2 time window than in adults.

Antihistamines are known for their sedative effects. However, some studies suggested mild stimulant effects in the case of fexofenadine. The goals of this study are to examine whether fexofenadine possesses stimulating properties and to determine whether such stimulating effects are related to workload. Sixteen healthy volunteers received a single dose of 180 and 360 mg fexofenadine and placebo on separate test days. Drug effects were assessed using a divided attention task (DAT), continuous performance task (CPT) and motor choice reaction time test (MCRT). Sensitivity of the tasks was increased by manipulating the workload during task performance. Event Related brain Potentials (ERPs) were measured in the DAT and CPT to study the underlying neurophysiological processes. An interaction effect of Treatment and Workload was found on tracking performance in the DAT and on movement time in the MCRT. Performance on the DAT was less affected by increments in workload after fexofenadine as compared to placebo. P1 and P3 latency were affected by Treatment x Workload and Treatment respectively and indicated faster attentional and information processing latencies following fexofenadine treatment. Treatment did not influence performance in the CPT task or in the ERPs measured during this task. The MCRT demonstrated faster movement times following fexofenadine treatment. These results suggest that although the neurophysiological data indicate central nervous system (CNS) activation after fexofenadine treatment, the magnitude of the centrally activating effects is too small to produce relevant performance improvement at the behavioural level.

The present developmental study aimed to trace changes in response expectation, preparation, conflict monitoring and subsequent response inhibition from 6 years of age to adulthood. In two groups of children (6-7 and 9-10 years old) and young adults (19-23 years old), behavior and event-related brain activity (ERP) in a CPT-AX task was measured. Hits, false alarms, inattention and impulsivity scores and ERP measures of conflict monitoring and inhibition (Nogo-N2 and P3), cue-orientation and prestimulus target expectation (cue-P2 and P3) and response preparation (Contingent Negative Variation; CNV) were collected. Behavioral measures indicated that attention processes developed most strongly before age 10, whereas impulsive behavior only started to diminish after the age of 10. Nogo-N2 effects were largest and more widely distributed across fronto-parietal electrodes in 6-7-year olds and decreased linearly with age. Nogo-P3 effects showed an opposite pattern by being absent in the youngest children, starting to develop at age 9-10 and reaching maturity in young adulthood. These developmental behavioral and ERP results are supportive of links between Nogo-N2 and conflict monitoring and Nogo-P3 and response inhibition and suggest that both are liable to different developmental progress. Furthermore, enhanced cue-P3 activity in both 6-7 and 9-10-year olds was argued to reflect a higher level of Go-stimulus expectation, that might cause them to experience more conflict on subsequent Nogo-trials, when the 'not-expected' stimulus appears. On the other hand, young children's reduced preparatory CNV activity was interpreted as a sign of reduced response priming caused by yet immature fronto-parietal networks involved in motor regulation.

The present selective review addresses attention, inhibition, and their underlying brain mechanisms, especially in relation to attention deficit/hyperactivity disorders (AD/HD), and the effects of methylphenidate. In particular, event-related potential (ERP) studies suggest a deficit in the early-filtering aspect of selective attention in children with AD/HD. Results from stop tasks are consistent with impairments in stopping performance in AD/HD, but in children (as opposed to adults) these effects cannot be easily dissociated from more general impairments in attention to the task, and therefore an interpretation in terms of inhibitory control is not straightforward. On the other hand, the beneficial effects of methylphenidate are more specific to stopping, and there are no clearcut effects of methylphenidate on measures of selective attention. Even when group differences pertain specifically to stopping performance (as with adults with AD/HD), ERP evidence suggests at least a partial contribution of differences in switching attention to the stop signal, as revealed in measures of sensory cortex activation. ERP evidence from cued go/nogo tasks underlines the importance of taking into account the contribution of higher order control processes involved in anticipation of and preparation for task stimuli. It suggests that in certain conditions, expectancy, rather than response bias, contributes to increased behavioral response tendencies, and that a presumed index of response inhibition, the nogo N2, may rather reflect conflict monitoring. In sum, direct reflections of brain activity suggest that mechanisms of expectation and attention, rather than of response bias or inhibitory control, govern behavioral manifestations of impulsivity.

Objective: This study was aimed at investigating whether attention-deficit hyperactivity disorder (ADHD) children suffer from specific early selective attention deficits in the visual modality with the aid of event-related brain potentials (ERPs). Furthermore, brain source localization was applied to identify brain areas underlying possible deficits in selective visual processing in ADHD children., Methods: A two-channel visual color selection task was administered to 18 ADHD and 18 control subjects in the age range of 7-13 years and ERP activity was derived from 30 electrodes., Results: ADHD children exhibited lower perceptual sensitivity scores resulting in poorer target selection. The ERP data suggested an early selective-attention deficit as manifested in smaller frontal positive activity (frontal selection positivity; FSP) in ADHD children around 200 ms whereas later occipital and fronto-central negative activity (OSN and N2b; 200-400 ms latency) appeared to be unaffected. Source localization explained the FSP by posterior-medial equivalent dipoles in control subjects, which may reflect the contribution of numerous surrounding areas., Conclusions: ADHD children have problems with selective visual processing that might be caused by a specific early filtering deficit (absent FSP) occurring around 200 ms. The neural sources underlying these problems have to be further identified. Source localization also suggested abnormalities in the 200-400 ms time range, pertaining to the distribution of attention-modulated activity in lateral frontal areas.

Background: The aim of this study was to determine 1) whether abnormal auditory selective attention in children with attention-deficit/hyperactivity disorder (ADHD), as reflected in the processing negativity (PN) of the event-related potential, is related to impaired frontal functioning; and 2) how methylphenidate (MPh) affects attentional functioning in ADHD., Methods: Sources of electrical brain activity were estimated in healthy control children, in ADHD children without medication, and in children with ADHD during a placebo-controlled medication trial involving MPh., Results: The source models showed that the PN is generated in the auditory cortex. Children with ADHD showed less activity related to selective attention in this brain region. Administration of MPh resulted in more frontally located sources., Conclusions: The results showed no evidence for an important role of the frontal cortex in abnormalities in selective attention in children with ADHD. Also, the data did not indicate that MPh normalizes brain activity in these children.

The present study investigated developmental trends in response inhibition and preparation by studying behavior and event-related brain activity in a cued go/nogo task, administered to nine-year-old children and young adults. Hits, false alarms, inattention, and impulsivity scores and ERP measures of inhibition (fronto-central nogo-N2 and P3), target selection (parietal go-nogo P3 difference), and response preparation (contingent negative variation; CNV) were collected. Higher false alarm and impulsivity scores and the absence of the fronto-central nogo P3 all suggest a developmental lag in response inhibition in children. A developmental lag in sustained attention processes was suggested by worse target detection and larger parietal target/nontarget P3 effects in children. Cue orientation and response preparation processes were respectively measured by early and late CNV activity. Children displayed smaller early CNV amplitudes at fronto-central locations, but mature late CNV. The smaller early CNV activity might indicate inefficient cue-orientation processes caused by incomplete frontal lobe development.

In the present study it was investigated whether the smaller P3s in attention-deficit hyperactivity disorder (ADHD) children are caused by a shortage of capacity underlying P3 processes or whether they are due to a capacity allocation problem. Also, effects of methylphenidate on these processes were investigated. Performance and event-related potentials (ERPs) of 14 ADHD and 14 control children were measured using an irrelevant-probe technique. Three types of task irrelevant visual probes (standards, deviants, and novels) were presented against the background of two visual tasks that varied in task difficulty. The parietal P3 wave was measured in response to task stimuli and probes. ADHD subjects made significantly fewer correct detections than normal controls in both the easy and the hard tasks. Controls showed an enhanced P3 to task-relevant stimuli in the hard task, whereas ADHD children did not. Probe (novel) P3 amplitudes decreased from the easy to the hard task to the same extent in both groups. Methylphenidate enhanced the percentage of correct responses and task P3 amplitudes in both the easy and the hard task but probe P3 amplitudes were not influenced by methylphenidate. It was concluded that ADHD children do not suffer from a shortage in attentional capacity; rather, the evidence is in favor of a problem with capacity allocation. Furthermore, methylphenidate had enhancing effects on performance and ERPs, but did not improve the capacity-allocation deficit.

Fourteen children with attention-deficit hyperactivity disorder (ADHD) and 14 normal control children were compared with respect to stimulus- and response-related processes. Subjects with ADHD took part in two additional sessions under methylphenidate or placebo. In both experiments, performance and electrophysiological measures such as the P2, N2, and P3 components of event-related potential and electromyogram (EMG) activity were measured during an Eriksen flanker task. In both groups of children, reaction times (RTs) to arrow stimuli incongruent with the target were longer than those to neutral stimuli (response interference), which were again slower than RTs to target-alone stimuli (perceptual interference). Children with ADHD made more errors to incongruent stimuli and showed more response interference. For correct responses, no differences between the groups in response interference effects on reaction time, P2, N2, and P3 latency, or EMG onset were found. Methylphenidate had a general enhancing effect on accuracy but did not specifically reduce interference from the flanking stimuli. Methylphenidate had no effects on RT, N2 and P2 latency, P3 amplitude or latency, or EMG activity. The conclusion that methylphenidate did not influence response processes contrasts sharply with findings reported by authors using the Sternberg memory search task.

Children with attention-deficit hyperactivity disorder who are categorized as responders or non-responders to methylphenidate (MPH) on the basis of their electrophysiological P3 response in a selective attention task differ in metabolic patterns of the D- and L-threo MPH enantiomers. Non-responders showed significantly higher plasma concentrations of both D- and L-threo MPH enantiomers.

The effects of 28-h sleep loss on performance, reaction time (RT) distribution functions, and spectral composition of the EEG were evaluated in three choice-RT tasks for young (N = 12, aged 18-24 years) and old (N = 12, aged 62-73 years) subjects. Manipulations of stimulus degradation, stimulus-response compatibility, and interstimulus interval variability were to affect encoding, response selection, and motor adjustment stages, respectively. In order to discriminate between independent variables that were presumed to be computational or energetical in nature, effects on EEG spectra and RT-distributions were studied. Spectra of the EEG indicated higher cortical arousal levels for the elderly than for the young. The most dramatic effect of sleep loss on performance was a marked increase in the number of omitted responses. This effect was smaller for the elderly than for the young. The results suggest that the detrimental effects of sleep loss are smaller in the elderly, which is consistent with an inverted-U relationship between arousal and performance. The age effects on the processing stages were mainly limited to response selection.

Attention-deficit hyperactivity disorder (ADHD) children participated in a double-blind placebo-controlled study in which the effects of a dosage of 15 mg methylphenidate (MPH) on auditory and visual selective attention tasks was determined by presenting frequent (90%) and infrequent (10%) stimuli in both relevant and irrelevant input channels. The subject's task was to respond to the infrequent tones in the relevant input channel. Processing activity (negativity and positivity) was assessed for both tasks. N1, P2, N2, and P3b peaks were scored in the auditory task and N1, P1, N2, P2, P3(1), and P3b peaks were scored in the visual task. Effects of MPH were more prevalent in the visual than in the auditory condition. In the visual condition MPH enhanced the percentage of hits, caused higher central, parietal, and occipital P3b amplitudes to attended stimuli (both standards and deviants), and also enhanced the frontal processing negativity (PN). In the auditory task MPH did not influence performance, but it enhanced the frontal PN as well as the parietal and occipital P3b amplitudes to all stimulus types. In ADHD children, MPH ameliorates some, but not all, deficits and also improves processing where no differences with normal children are present.

Attention-deficit hyperactivity disorder (ADHD) children and normal controls (7-13 yrs old) performed an auditory and visual selective attention task. Subjects were instructed to respond to the infrequent (10%) stimuli in the relevant channel. Processing negativity (PN) and several other ERP peaks were scored at the midline electrodes. In the auditory task, controls had more correct detections (hits), less false alarms, larger P3b amplitudes to nontarget stimuli (but not to hits), a larger central PN and larger early frontal positivity (100-250 ms) to target stimuli than ADHD subjects. In the visual modality, controls had more correct detections, less false alarms, larger P3b amplitudes to nontarget stimuli (but not to hits), and larger frontal P3(1) amplitudes to infrequent than to frequent stimuli. It was hypothesized that in ADHD children in both the auditory and the visual task, there is a deficit in the activation of the P3b process. Incorrect triggering of the P3b process might be caused by disturbances in other aspects of the attention process, preceding the P3b.