Evidence for Infant-directed Speech Preference Is Consistent Across Large-scale, Multi-site Replication and Meta-analysis.

There is substantial evidence that infants prefer infant-directed speech (IDS) to adult-directed speech (ADS). The strongest evidence for this claim has come from two large-scale investigations: i) a community-augmented meta-analysis of published behavioral studies and ii) a large-scale multi-lab replication study. In this paper, we aim to improve our understanding of the IDS preference and its boundary conditions by combining and comparing these two data sources across key population and design characteristics of the underlying studies.

Visual reflexive attention as a useful measure of development.

Cognitive psychology began over three-quarters of a century ago and we have learned a great deal in that time, including concerning the development of cognitive abilities such as perception, attention, and memory, all of which develop across infancy and childhood. Attention is one aspect of cognition that is vital to success in a variety of life activities and, arguably, the foundation of memory, learning, problem solving, decision making, and other cognitive activities. The cognitive abilities of later childhood and adulthood generally appear to depend on the reflexes, abilities, and skills of infancy.

Binocular rivalry in autistic and socially anxious adults.

Background: Social anxiousness is a pervasive symptom in both social anxiety disorder and autism spectrum conditions. Binocular rivalry, which occurs when different images are presented to each eye, has been used to explore how visual and cognitive processing differs across various clinical diagnoses. Previous studies have separately explored whether individuals with autism or anxiety experience binocular rivalry in ways that are different from neurotypical individuals.

Changing institutional incentives to foster sound scientific practices: One department.

Replicable research and open science are of value to our field and to society at large, but most universities provide no incentives to adopt these practices. Instead, current incentive structures favor novel research, which has led to a situation in which few researchers take the time to do replications, share protocols, or share data. Obviously, several approaches to remedy this situation are possible.

Functional MRI connectivity of children with autism and low verbal and cognitive performance.

Background: Functional neuroimaging research in autism spectrum disorder has reported patterns of decreased long-range, within-network, and interhemispheric connectivity. Research has also reported increased corticostriatal connectivity and between-network connectivity for default and attentional networks. Past studies have excluded individuals with autism and low verbal and cognitive performance (LVCP), so connectivity in individuals more significantly affected with autism has not yet been studied.

RT Slowing to Valid Cues on a Reflexive Attention Task in Children and Young Adults.

Peripheral cueing tasks can be used to measure reflexive (automatic) attention. In these tasks, increases in response time or RT (costs) typically follow contralateral (invalid) cues as attention must move from the location of the cue to the target. Reductions in RT (benefits) to a target typically follow ipsilateral (valid) cues because the cue draws attention to where the target will appear.

Errors on a computer task and subclinical symptoms of attention-deficit/hyperactivity disorder (ADHD).

Previous reports have found increased error rate for children with attention-deficit/hyperactivity disorder (ADHD) on response time (RT) computer tasks. Here we attempt the conceptual replication and extension of two studies that examined error rate in a general population of children (N = 203). Study 1 followed Johnstone and Galletta but considered associations between scores on a dimensional measure of ADHD symptoms (rather than comparing those with or without an ADHD diagnosis) and the frequency of commission and omission errors.

Response time scores on a reflexive attention task predict a child's inattention score from a parent report.

Compared to sustained attention, only a small proportion of studies examine reflexive attention as a component of everyday attention. Understanding the significance of reflexive attention to everyday attention may inform better treatments for attentional disorders. Children from a general population (recruited when they were from 9-16 years old) completed an exogenously-cued task measuring the extent to which attention is captured by peripheral cue-target conditions.

Relationship between brain stem volume and aggression in children diagnosed with autism spectrum disorder.

Background: Aggressive behaviors are common in individuals diagnosed with autism spectrum disorder (ASD) and may be phenotypic indicators of different subtypes within ASD. In current research literature for non-ASD samples, aggression has been linked to several brain structures associated with emotion and behavioral control. However, few if any studies exist investigating brain volume differences in individuals with ASD who have comorbid aggression as indicated by standardized diagnostic and behavioral measures.

MAOA Influences the Trajectory of Attentional Development.

Attention is vital to success in all aspects of life (Meck and Benson, 2002; Erickson et al., 2015), hence it is important to identify biomarkers of later attentional problems early enough to intervene. Our objective was to determine if any of 11 genes (APOE, BDNF, HTR4, CHRNA4, COMT, DRD4, IGF2, MAOA, SLC5A7, SLC6A3, and SNAP25) predicted the trajectory of attentional development within the same group of children between infancy and childhood.

Genetic associations with reflexive visual attention in infancy and childhood.

This study elucidates genetic influences on reflexive (as opposed to sustained) attention in children (aged 9-16 years; N = 332) who previously participated as infants in visual attention studies using orienting to a moving bar (Dannemiller, 2004). We investigated genetic associations with reflexive attention measures in infancy and childhood in the same group of children. The genetic markers (single nucleotide polymorphisms and variable number tandem repeats on the genes APOE, BDNF, CHRNA4, COMT, DRD4, HTR4, IGF2, MAOA, SLC5A7, SLC6A3, and SNAP25) are related to brain development and/or to the availability of neurotransmitters such as acetylcholine, dopamine, or serotonin.

Genetic contributions to attentional response time slopes across repeated trials.

Background: Attention provides vital contribution to everyday functioning, and deficits in attention feature in many psychological disorders. Improved understanding of attention may eventually be critical to early identification and treatment of attentional deficits. One step in that direction is to acquire a better understanding of genetic associations with performance on a task measuring reflexive (exogenous) visual attention.

Genetic Influence on Slope Variability in a Childhood Reflexive Attention Task.

Individuals are not perfectly consistent, and interindividual variability is a common feature in all varieties of human behavior. Some individuals respond more variably than others, however, and this difference may be important to understanding how the brain works. In this paper, we explore genetic contributions to response time (RT) slope variability on a reflexive attention task.

Exogenous visual orienting is associated with specific neurotransmitter genetic markers: a population-based genetic association study.

Background: Currently, there is a sense that the spatial orienting of attention is related to genotypic variations in cholinergic genes but not to variations in dopaminergic genes. However, reexamination of associations with both cholinergic and dopaminergic genes is warranted because previous studies used endogenous rather than exogenous cues and costs and benefits were not analyzed separately. Examining costs (increases in response time following an invalid pre-cue) and benefits (decreases in response time following a valid pre-cue) separately could be important if dopaminergic genes (implicated in disorders such as attention deficit disorder) independently influence the different processes of orienting (e.