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AbstractAttentional processes play a crucial role in prioritizing information for further processing and they therefore sit at the interface between internal goals and the challenges presented by the environment. How does attentional control interact with the changing constraints imposed by the developing cognitive system? Emerging work in this area has employed a range of complementary techniques, from increasingly refined neurocognitive measures in typically developing individuals, to the investigation of risk or protective factors influencing attention trajectories in developmental disorders. A growing corpus of data suggests that, while attentional biases for specific input characteristics (e.g. suddenly appearing stimuli, emotional expressions) are in place from infancy, it is the interplay between these predispositions, genetic and environmental factors that drives attention development over time. With the advent of multidisciplinary approaches to the developmental cognitive neuroscience of attention, unravelling these complex dynamics from infancy and their outcome on learning is increasingly within reach.

AbstractWorking memory (WM) improves dramatically during childhood but what drives this improvement is not well understood. One influential account thus far has proposed a simple increase in storage capacity. However, recent findings have shown that multiple factors, such as differences in the ability to use attention to enhance the maintenance of internal representations, as well as changes in WM precision, also interact in influencing age‐related differences in WM capacity. We aimed to examine whether and how the developing ability to orient attention retrospectively to internal representations influences WM precision. To do so, we employed a paradigm that combined the continuous‐recall WM task with the partial‐cueing report task. Specifically, 7‐year‐olds and young adults were asked to reproduce the colour of a probe item in a colour wheel. The initial memory array, which included the probe item, could be followed by a spatial cue that directed participants' attention to a location in the memory array (a 'retro‐cue'). Results showed that attentional biases engendered by retro‐cues facilitated overall precision compared to uncued baseline performance, for both age groups, although to a smaller degree in 7‐year‐olds compared to adults. Importantly, investigation of modelling parameters suggested that children demonstrate lower representational quality of items in WM but that spatial attentional cues improve overall precision by increasing the probability of target storage, maintenance and recall, and by reducing misbinding errors as well as random guessing, not by changing representational quality. These results add significantly to our knowledge on the relation between retrospective attention and WM development.

AbstractThe current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low‐income children (n = 99). Children completed well‐validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the abilities to selectively focus, sustain attention, and employ executive control. Exploratory factor analyses at both time points support a 2‐factor model differentiating selective and sustained attention from attention processing speed and executive attention, suggesting that attention in low‐income preschoolers may have a simpler organization than the 3‐factor structure found in adulthood. Multiple regression models find children's ability to selectively focus and sustain attention serves as a robust concurrent and longitudinal predictor of academic skills. These results highlight the role of selective and sustained attention processes in supporting school readiness for economically vulnerable children.

Abstract Visual selective attention is the ability to attend to relevant visual information and ignore irrelevant stimuli. Little is known about its typical and atypical development in early childhood. Experiment 1 investigates typically developing toddlers' visual search for multiple targets on a touch‐screen. Time to hit a target, distance between successively touched items, accuracy and error types revealed changes in 2‐ and 3‐year‐olds' vulnerability to manipulations of the search display. Experiment 2 examined search performance by toddlers with Fragile X syndrome (FXS) or Williams syndrome (WS). Both of these groups produced equivalent mean time and distance per touch as typically developing toddlers matched by chronological or mental age; but both produced a larger number of errors. Toddlers with WS confused distractors with targets more than the other groups; while toddlers with FXS perseverated on previously found targets. These findings provide information on how visual search typically develops in toddlers, and reveal distinct search deficits for atypically developing toddlers.

AbstractSuperior visual search is one of the most common findings in the autism spectrum disorder (ASD) literature. Here, we ascertain how generalizable these findings are across task and participant characteristics, in light of recent replication failures. We tested 106 3‐year‐old children at familial risk for ASD, a sample that presents high ASD and ADHD symptoms, and 25 control participants, in three multi‐target search conditions: easy exemplar search (look for cats amongst artefacts), difficult exemplar search (look for dogs amongst chairs/tables perceptually similar to dogs), and categorical search (look for animals amongst artefacts). Performance was related to dimensional measures of ASD and ADHD, in agreement with current research domain criteria (RDoC). We found that ASD symptom severity did not associate with enhanced performance in search, but did associate with poorer categorical search in particular, consistent with literature describing impairments in categorical knowledge in ASD. Furthermore, ASD and ADHD symptoms were both associated with more disorganized search paths across all conditions. Thus, ASD traits do not always convey an advantage in visual search; on the contrary, ASD traits may be associated with difficulties in search depending upon the nature of the stimuli (e.g., exemplar vs. categorical search) and the presence of co‐occurring symptoms.

AbstractBackgroundThe Fragile X community has expressed a desire for centralised, national guidelines in the form of integrated guidance for Fragile X Syndrome (FXS).MethodsThis article draws on existing literature reviews, primary research and clinical trials on FXS, a Fragile X Society conference workshop and first‐hand experience of clinicians who have worked with those living with FXS over many years.ResultsThe article scopes proposed integrated guidance over the life course, including appendices of symptoms, comorbidities and referral options for FXS and Fragile X Premutation Associated Conditions.ConclusionIntegrated guidance would provide an authoritative source for doctors, health professionals, therapists, care workers, social workers, educators, employers, families and those living with FXS, so that a holistic, person‐centred approach can be taken across the United Kingdom to garner the best outcomes for those with FXS.

AbstractExecutive function is foundational for cognitive development. Previous research has shown both gross motor skills and physical activity to be related to executive function. However, evidence for these relationships in the preschool years, as well as in low‐ and middle‐income countries is lacking. Therefore, this study aimed to investigate the relationships between components of executive function (inhibition, shifting and working memory) and gross motor skills (locomotor skills and object control skills) in a sample of preschool children from urban and rural low‐income settings in South Africa. Results revealed that inhibition and working memory, but not shifting, were associated with gross motor skills. More specifically: inhibition was associated with both locomotor [β = 0.20, p = 0.047] and object control skills [β = 0.24, p = 0.024], whereas working memory was only associated with locomotor skills [β = 0.21, p = 0.039]. Physical activity was not associated with inhibition and shifting but was negatively associated with working memory. These results elaborate a growing evidence base linking executive function and gross motor skills in the early years, and it is the first to look at specific associations of locomotor and object control skills with executive function in the South African context (a low‐ and middle‐income country).

AbstractWilliams syndrome (WS) is a rare genetic syndrome. As with all rare syndromes, obtaining adequately powered sample sizes is a challenge. Here we present legacy data from seven UK labs, enabling the characterisation of cross‐sectional and longitudinal developmental trajectories of verbal and non‐verbal development in the largest sample of individuals with WS to‐date. In Study 1, we report cross‐sectional data between N = 102 and N = 209 children and adults with WS on measures of verbal and non‐verbal ability. In Study 2, we report longitudinal data from N = 17 to N = 54 children and adults with WS who had been tested on at least three timepoints on these measures. Data support the WS characteristic cognitive profile of stronger verbal than non‐verbal ability, and shallow developmental progression for both domains. Both cross‐sectional and longitudinal data demonstrate steeper rates of development in the child participants than the adolescent and adults in our sample. Cross‐sectional data indicate steeper development in verbal than non‐verbal ability, and that individual differences in the discrepancy between verbal and non‐verbal ability are largely accounted for by level of intellectual functioning. A diverging developmental discrepancy between verbal and non‐verbal ability, whilst marginal, is not mirrored statistically in the longitudinal data. Cross‐sectional and longitudinal data are discussed with reference to validating cross‐sectional developmental patterns using longitudinal data and the importance of individual differences in understanding developmental progression.

AbstractThe widely and internationally replicated socioeconomic status (SES) gradient of executive function (EF) implies that intervention approaches may do well to extrapolate conditions and practices from contexts that generate better child outcomes (in this case, higher SES circumstances) and translate these to contexts with comparatively poorer outcomes (often low‐SES populations). Yet, can the reverse also be true? Using data from equivalent assessments of 1,092 pre‐schoolers' EFs in South Africa and Australia, we evaluated: the SES gradient of EF within each sample; and whether this SES gradient extended cross‐culturally. The oft‐found EF‐SES gradients were replicated in both samples. However, contrary to the inferences of EF‐SES associations found nationally, the most highly disadvantaged South African subsample outperformed middle‐ and high‐SES Australian pre‐schoolers on two of three EFs. This suggests the possibility of EF‐protective and ‐promotive practices within low‐ and middle‐income countries that may aid understandings of the nature and promotion of EFs.

AbstractExecutive functions (EFs) in early childhood are predictors of later developmental outcomes and school readiness. Much of the research on EFs and their psychosocial correlates has been conducted in high‐income, minority world countries, which represent a small and biased portion of children globally. The aim of this study is to examine EFs among children aged 3–5 years in two African countries, South Africa (SA) and The Gambia (GM), and to explore shared and distinct predictors of EFs in these settings. The SA sample (N = 243, 51.9% female) was recruited from low‐income communities within the Cape Town Metropolitan area. In GM, participants (N = 171, 49.7% female) were recruited from the rural West Kiang region. EFs, working memory (WM), inhibitory control (IC) and cognitive flexibility (CF), were measured using tablet‐based tasks. Associations between EF task performance and indicators of socioeconomic status (household assets, caregiver education) and family enrichment factors (enrichment activities, diversity of caregivers) were assessed. Participants in SA scored higher on all EF tasks, but children in both sites predominantly scored within the expected range for their age. There were no associations between EFs and household or familial variables in SA, except for a trend‐level association between caregiver education and CF. Patterns were similar in GM, where there was a trend‐level association between WM and enrichment activities but no other relationships. We challenge the postulation that children in low‐income settings have poorer EFs, simply due to lower socioeconomic status, but highlight the need to identify predictors of EFs in diverse, global settings.Research Highlights
Assessed Executive Functioning (EF) skills and their psychosocial predictors among pre‐school aged children (aged 3–5 years) in two African settings (The Gambia and South Africa).
On average, children within each setting performed within the expected range for their age, although children in South Africa had higher scores across tasks.
There was little evidence of any association between socioeconomic variables and EFs in either site.
Enrichment activities were marginally associated with better working memory in The Gambia, and caregiver education with cognitive flexibility in South Africa, both associations were trend‐level significance.