From the Mind, Brain and Behavior Research Center of the University of Granada (UGR) and in collaboration with researchers from the University of Padua (Italy), members of the Developmental Cognitive Neuroscience Laboratory within the Cognitive Neuroscience group (HUM-379) study how gestational age is related to the ability to shift attentional focus from one object to another during early childhood.
This research used a task called Gap-Overlap, which measures attentional disengagement ability. Imagine you are in an art class, concentrating on drawing a self-portrait on your tablet, and suddenly, the teacher asks you to look up at the board to explain a new technique. Disengagement is the process of turning your attention away from your drawing, in this example, to focus on the whiteboard.
In the “gap” condition, the tablet (and therefore your drawing) is turned off when the teacher draws attention to the whiteboard, while in the “overlap” condition, your drawing and the whiteboard are on, there is an overlap of both stimuli. This is a process that allows attention control and begins to develop at very early ages.
The published study involved 35 16-month-old girls and boys, including both term and preterm infants. The researchers measured how quickly the infant population shifted their attention from the previously presented central stimulus (an animated image) to the subsequently appearing peripheral stimulus in two conditions: one where the central stimulus disappears before the peripheral stimulus appears (gap condition) and another where both stimuli are present at the same time (overlap condition).
The results showed that the shift of attention by infants occurred faster in the gap condition than in the overlap condition, replicating the known effect. In addition, it was found that children with lower gestational age at birth (more premature) showed slower and more variability in shifting their attention. In contrast, the full-term population showed a more predictable and consistent performance.
These results suggest that gestational age influences the ability of children to disengage their attention. Thus, it seems that the more premature population is the one that presents more difficulties to stop looking at a central stimulus and switch their attention to another stimulus.
Why is it important to study the ability to shift attentional focus?
The process of disengagement is fundamental to the development of attention because it contributes to cognitive flexibility and attentional control and can lead to the establishment of learning and emotional regulation. Developing this skill from an early age positively impacts several areas of cognitive and emotional development, preparing early childhood to face the challenges of learning and daily life.
The results obtained can be crucial for the development of early interventions. Identifying children who may have difficulties with attention disengagement may allow health professionals to design specific programs to improve these skills.
This is especially important in prematurity, as this population may be at greater risk for long-term cognitive challenges. Attention span, academic performance and overall cognitive development can be improved by providing additional support from an early age.
In summary, this study underscores the importance of considering gestational age in research on the development of attention. It highlights the need for early interventions to support preterm infants and children in their cognitive development.
Reference
Bovo, M., Moyano, S., Calignano, G., Valenza, E., Ballesteros-Duperon, M. Á., & Rueda, M. R. (2025). The modulating effect of gestational age on attentional disengagement in toddlers. Infant Behavior & Development, 78(102007), 102007. https://doi.org/10.1016/j.infbeh.2024.102007