Staying and Returning dynamics of young children's attention

Abstract

AbstractIn this paper, we decompose selective sustained attending behavior into components of continuous attention maintenance and attentional transitions and study how each of these components develops in young children. Our results in two experiments suggest that changes in children's ability to return attention to a target locus after distraction (“Returning”) play a crucial role in the development of selective sustained attention between the ages of 3.5–6 years, perhaps to a greater extent than changes in the ability to continuously maintain attention on the target (“Staying”). We further distinguish Returning from the behavior of transitioning attention away from task (i.e., becoming distracted) and investigate the relative contributions of bottom‐up and top‐down factors on these different types of attentional transitions. Overall, these results (a) suggest the importance of understanding the cognitive process of transitioning attention for understanding selective sustained attention and its development, (b) provide an empirical paradigm within which to study this process, and (c) begin to characterize basic features of this process, namely its development and its relative dependence on top‐down and bottom‐up influences on attention.Research Highlights Young children exhibited an endogenously ability, Returning, to preferentially transition attention to task‐relevant information over task‐irrelevant information. Selective sustained attention and its development were decomposed into Returning and Staying, or task‐selective attention maintenance, using novel eye‐tracking‐based measures. Returning improved between the ages of 3.5–6 years, to a greater extent than Staying. Improvements in Returning supported improvements in selective sustained attention between these ages.