Attention Tasks in Working Memory and Cognitive Training Research: Descriptions and Applications

Attention Tasks in Working Memory Training Research

Continuous Performance Task (CPT)

Description: The CPT requires participants to maintain attention over an extended period, responding to target stimuli while inhibiting responses to non-target stimuli. It assesses sustained attention and vigilance.

Example: Klingberg et al. (2005) included a version of the CPT in their working memory training program for children with ADHD. They found improvements in attention and working memory performance following training.

Attention Network Test (ANT)

Description: The ANT measures three attentional networks: alerting, orienting, and executive control. Participants respond to the direction of a central arrow while ignoring flanking arrows, with various cue conditions.

Example: Rueda et al. (2005) used a modified ANT as part of an attention training program for children. They observed improvements in executive attention and intelligence measures post-training.

Flanker Task

Description: In the Flanker task, participants respond to a central target stimulus while ignoring flanking distractors. It measures selective attention and inhibitory control.

Example: Anguera et al. (2013) incorporated a flanker task in their multitasking training study with older adults. They found improvements in cognitive control and transfer to untrained cognitive control tasks.

Posner Cueing Task

Description: The Posner Cueing Task assesses spatial attention and attentional shifting. Participants respond to targets that appear in cued or uncued locations, measuring the benefits of valid cues and costs of invalid cues.

Example: Wass et al. (2011) used a gaze-contingent version of the Posner Cueing Task in their attention training study with infants. They observed improvements in attentional control and transfer to other cognitive measures.

References

Anguera, J. A., Boccanfuso, J., Rintoul, J. L., Al-Hashimi, O., Faraji, F., Janowich, J., Kong, E., Larraburo, Y., Rolle, C., Johnston, E., & Gazzaley, A. (2013). Video game training enhances cognitive control in older adults. Nature, 501(7465), 97-101.

Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHD—A randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186.

Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences, 102(41), 14931-14936.

Wass, S., Porayska-Pomsta, K., & Johnson, M. H. (2011). Training attentional control in infancy. Current Biology, 21(18), 1543-1547.