Abstract

How do children attend selectively, focusing their attention on relevant information while simultaneously suppressing distractors? What neurobiological and contextual factors contribute to the development of selective attention in early childhood? In this talk, I will explore these questions, utilizing a multimethod approach that combines electroencephalography (EEG) with behavioral, experimental, and observational measures. In part 1, I will share findings from studies in which I examined the brain functions supporting selective attention in early childhood in the context of socioeconomic adversity. These studies emphasize that there is notable variability in the neurodevelopment of selective attention in children from lower socioeconomic status backgrounds. In part 2, I will discuss pilot data and future directions for research on how neighborhood, household, and classroom auditory environments contribute to the development of selective attention as children transition to formal schooling. In addition, I will present my ongoing and planned work towards reproducible, replicable, and representative developmental EEG research, in the context of neurodevelopment of selective attention specifically, and for developmental research broadly.