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This project asks how young children attend to their environment. We are especially interested in how children attend to certain aspects of their environment and ignore other distracting images or sounds that surround them. We already know that young children can focus their attention on visual stimuli, but we know much less about how young children learn to attend to sounds embedded in a noisy environment. Furthermore, everyday environments are complex: they combine visual and auditory information, such that sometimes attending to both sources of information is extremely important. An example of this may be the child listening to the teacher as things are being written or drawn on the blackboard. This project will help us to understand how children learn to attend to both simple (images only, sounds only) and complex environments (combining both). We hope that our findings will allow us identify ways of helping children who find attending particularly difficult.
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Sex chromosomal trisomies (SCTs) are extremely frequent, affecting approximately 1 in 1000 female and 1 in 500 male births respectively. Previous studies have not investigated the precise nature of cognitive and behavioural difficulties associated with carrying an additional sex chromosome, although these are critical for early counselling and intervention. By quantifying the prevalence, nature and range of specific learning and adaptive difficulties in children and adolescents with an additional sex chromosome, we aim to inform prenatal counselling on outcomes and signpost the way to early and appropriately targeted interventions for young children at risk of developmental difficulties.
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The ability to act flexibly within our changing environment is key to adaptive behaviour and it depends critically on the timely interaction of many different processes: for example, ignoring distractions, remembering what the task at hand is and ... taking it to completion! How do these change from childhood to adolescence and adulthood? Our understanding of these different processes and of their development can be greatly advanced by studying their brain correlates. We are combining two child-friendly techniques that will tell us about the development of cognitive control processes, electroencephalography (EEG) and magnetoencephalography (MEG).
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Toddlers and children with many developmental disabilities struggle in the classroom due to hyperactivity and inattention, but the impact of these difficulties for learning, early literacy and numeracy remain unclear. We aim to follow toddlers and young children with different genetic syndromes over a three year period, as they move through pre-school and primary school. Comparing young children with superficially similar global difficulties in attention will, hopefully, shed more light on the unique needs of each group.
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