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1-052 - Advances in the Study of Attention: Individual Differences, Developmental Trajectories, and Relations with Outcomes

Thu, March 21, 9:30 to 11:00am, Hilton Baltimore, Floor: Level 1, Peale A

Session Type: Paper Symposium

Integrative Statement

Selective attention to objects, people, and events is the basis for all that we perceive, learn, and remember (e.g., Bahrick & Lickliter, 2012, 2014; Treisman, 1969). Further, basic attention skills—including shifting and maintaining attention to visual and auditory events, detecting audiovisual synchrony in speech and emotion information from faces—provide a foundation for language, cognitive, and social-emotional development. The study of attention development is undergoing a shift—from using methods and measures designed for assessing group differences to those assessing individual differences, and from more “coarse” to more fine-grained measures. This shift has opened the door to exciting new directions including characterizing the longitudinal development of early attention skills, elucidating pathways from attention skills to later outcomes, and identifying atypical developmental patterns and outcomes. The papers in this symposium illustrate a variety of these exciting advances. The first paper characterizes novel individual differences in multisensory attention skills in typically-developing (TD) infants, developmental trajectories of these skills, and relations with language and social-emotional outcomes. The second paper identifies three new attention profiles in TD infants, unique developmental trajectories based on these profiles, and relations with cognitive outcomes. The third paper shows how attention skills function in emotionally-relevant contexts and how these skills relate to individual differences in temperament and social-emotional behaviors. The final paper presents a unique assessment of both neural and behavioral measures of attention to audiovisual speech in TD children and children with autism and how individual differences relate to typical and atypical language outcomes.

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