4.7 Article

Attentional modulation of neural entrainment to sound streams in children with and without ADHD

Journal

NEUROIMAGE
Volume 224, Issue -, Pages -

Publisher

ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.neuroimage.2020.117396

Keywords

ADHD; Attention; Auditory; EEG; Rhythm

Funding

  1. Waterloo Foundation [917/3367]

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Children can align neural responses with the attended tone stream, and those with better motor timing control are better able to direct attention to the target melody. Children with ADHD may struggle with attentional engagement rather than attentional selection, as shown by their comparable attentional modulation of phase locking and neural phase shifts despite lower accuracy on the tonal attention task.
To extract meaningful information from complex auditory scenes like a noisy playground, rock concert, or classroom, children can direct attention to different sound streams. One means of accomplishing this might be to align neural activity with the temporal structure of a target stream, such as a specific talker or melody. However, this may be more difficult for children with ADHD, who can struggle with accurately perceiving and producing temporal intervals. In this EEG study, we found that school-aged children's attention to one of two temporally-interleaved isochronous tone 'melodies' was linked to an increase in phase-locking at the melody's rate, and a shift in neural phase that aligned the neural responses with the attended tone stream. Children's attention task performance and neural phase alignment with the attended melody were linked to performance on temporal production tasks, suggesting that children with more robust control over motor timing were better able to direct attention to the time points associated with the target melody. Finally, we found that although children with ADHD performed less accurately on the tonal attention task than typically developing children, they showed the same degree of attentional modulation of phase locking and neural phase shifts, suggesting that children with ADHD may have difficulty with attentional engagement rather than attentional selection.

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