Reduced Resolution of Spatial and
Temporal Attention in Children
with Chromosome 22q11.2DS
and Implications for Functioning
Tony J. Simon, Kathy Angkustsiri, Andrea Quintero, Josh
Cruz, Ling Wong, Elliott Beaton, Ingrid Leckliter, Janice
Enriquez, Heather Shapiro
Cognitive Analysis and Brain Imaging Lab
http://cabil.mindinstitute.org
tjsimon@ucdavis.edu
Funding: NIH 2R01HD04269 (Simon), K99MH086616 (Beaton),
UC Davis CEDD, UC Davis T32 MCRTP (Stoddard/Angkustsiri)
Thursday, July 12, 12
1
Core Working Hypothesis
Attentional/Cognitive Control impairments limit competence
challenges some task performance & behavioral/cognitive regulation
Impaired cognition (borderline IQ) interacts with increased stress/
anxiety to further modulate/challenge development
anxiety increases inattention & decreases cognitive control
Family/School/Community supports further modulate above interaction
& influence “coper/struggler” trajectory of individuals
strugglers might experience higher “allostatic load” & psychosis risk
Identifies intervention targets to improve QoL, reduce psychosis?
2
Thursday, July 12, 12
2
Spatial Resolution & Comparison
Tests ability to mentally represent & compare quantitative informatin
Tests specificity/generality impairment using adaptive algorithm (e.g.
Debbané et al, 2005)
spatial magnitudes & auditory pitch to test "crowding"
first or second blue bar longer? (first or second pitch higher?)
different aspects of spatial/temporal crowding tested in other tasks
Data from 7-15 year old children
Thursday, July 12, 12
3
100
96
93
87
75
50
ns
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Adaptive pitch comparison:
*
Target/Standard Ratio
Target/Standard Ratio
Adaptive magnitude comparison:
TD
22q
(n=32)
(n=35)
100
96
93
87
75
50
ns
TD
22q
(n=31)
(n=36)
4
TD (n=20)
22q (n=14)
TD (n=21)
22q (n=15)
*
100
93
Target/Standard Ratio
Target/Standard Ratio
*
87
75
50
NS
TD
22q
96
93
87
75
50
NS
TD
Temporal duration judgment (visual):
22q
Temporal duration judgment (auditory):
Thursday, July 12, 12
5
Anxiety & Functional Abilities
N=91, r=0.02; p=0.85
Adaptive function NOT
related to overall IQ.
Unlike TD/most other NDDs
Adaptive function IS related to
anxiety levels
Angkustsiri et al., submitted
Anxiety levels related to stress
hormone level, maybe psychosis risk
Beaton et al., submitted; Beaton & Simon, 2011
Thursday, July 12, 12
6
Anxiety and Attention
Prelim data from “Hot Cognition” tasks
Dot Probe Threat Bias (Perez-Edgar, ‘11; Roy, Pine, Lissek..)
Emotional Attentional Blink (Lim/Pessoah, ’09)
500ms
or
10ms/image
90ms ISI
500ms
Lag = 1
or
Lag = 2
2500ms
Lag = 3
7
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7
Anxiety and Attention
Attentional Blink suggests attention disrupted by angry faces in 22q
angry faces decrease accuracy relative to neutral faces in 22q (lag 3)
no clear relation to the one fear anxiety index examined so far
8
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8
Anxiety and Attention
Dot probe RTs suggest 22q group drawn to angry faces (threat bias)
positive scores indicate “vigilance” for angry faces
some evidence of relation to the one fear anxiety index checked so far
9
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9
Anxiety and Attention
What does this actually look like? How “distracting” is threat?
Movie #1 a typical child with no emotion bias
Movie #2 a child with 22q11 with a strong threat (i.e. angry face bias)
10
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10
Arousal, Anxiety & Inattention
Color Key
Anxiety and ADHD (Venn-Euler Diagram)
ADHD and Anxiety
0.5
1
1.5
Value
2
Anxiety
Anxiety
0.4
ANXIETY
ADHD
ANXIETY
Neither
ADHD
0.2
ADHD
22q11.2DS participants
Anxiety+ADHD
14
13
30
34
35
40
41
44
46
48
49
50
52
59
51
47
53
56
26
16
37
6
5
33
15
8
19
22
58
2
1
12
24
42
43
54
10
9
11
23
29
36
38
45
57
4
3
7
18
20
21
27
28
31
32
39
55
0.6
0.8
0
ADHD
0.2
0.4
0.6
0.8
Michelle Y Deng, Ph.D.
Thursday, July 12, 12
11
Conclusions
Cognitive impairments induce stress
Chronic stress induces anxiety, depression, reduces self-esteem
Avoidance of challenge slows development further, increasing challenge
Family/School/Community supports further modulate this interaction &
influence “coper/struggler” trajectory
strugglers might experience higher “allostatic load” & psychosis risk
Strugglers can be converted to copers with child, school, family change
12
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12
Thanks
MOST important: Kids who participated & their families!!
Majority of the work presented here was done by:
Margie Cabaral, Freddy Bassal, Heather Shapiro, Ling Wong, Elliott
Beaton Ph.D., Siddarth Srivastava Ph.D., Michelle Deng Ph.D., Joel
Stoddard, M.D., Danielle Harvey, Ph.D., Kathy Angkustsiri M.D., Nicole
Tartaglia M.D., Ingrid Leckliter Ph.D., Janice Enriquez Ph.D.
With important contributions from:
Tracy Riggins Ph.D.,Yukari Takarae Ph.D., Marisol Mendoza M.A.,
Leeza Kondos & others
UC Davis Center of Excellence in Developmental Disabilities
Thursday, July 12, 12
13
Temporal Resolution
Main Effects of Flicker Speed
Tests resolution of temporal
attention.
Flicker Phase all groups
100
100
TD
22q
90
All groups well
above 25%
50
chance.
All best at 2-4 cycles/sec.
40
22q group 25-30%
2 worse
4
6than
8 TD
10
Thursday, July 12, 12
TD
22q
SCA
8
10
80
Accuracy (%)
Accuracy (%)
“Oddball” alien flickers out of
phase with other 3.
80
Pick the oddball at different
flickering speeds.
70 i.e. temporal
At what speed,
resolution does detection
performance60drop?
90
25
29
15
70
60
50
40
2
4
6
14