ies are needed to determine exactly how and when attention training 

 can best be accomplished and its long lasting importance. 



Training Exercises 



The relation of genetic factors to the functioning of the executive 

 attention system does not mean that the system cannot be influenced 

 by experience. Indeed the gene X environment interaction (see fig. 

 10) discussed above suggests that sensitivity to the environment 

 might be built into genetic variation. Several training-oriented pro- 

 grams have been successful in improving attention in patients suf- 

 fering from different pathologies. For example, the use of Attention 

 Process Training (APT) has led to specific improvements in exec- 

 utive attention in patients with specific brain injury (Sohlberg et al.. 

 2000) as well as in children with ADHD (Kerns et al.. 1999). Work 

 with ADHD children has also shown that working-memory training 

 can improve attention (Klingberg et al.. 2002; Olesen et al.. 2004). 

 With normal adults, training with video games produced better per- 

 formance on a range of visual attention tasks (Green and Bavelier, 

 2003). 



To examine the role of experience on the executive attention net- 

 work, we developed and tested a 5-day training intervention that 

 uses computerized exercises. We tested the effect of training during 

 the period of major development of executive attention, which takes 

 place between 4 and 7 years of age (Rueda et al.. 2005). We hoped 

 to develop methods that could be used to observe improvements in 

 conflict resolution following training. EEG data (see fig. 12) showed 

 clear evidence of improvement in network efficiency in resolving 

 conflict following training. The N2 component of the scalp recorded 

 averaged electrical potential has been shown to arise in the anterior 

 cingulate and is related to the resolution of conflict (van Veen and 

 Carter. 2002). We found N2 differences between congruent and in- 

 congruent trials of the ANT in trained 6-year-olds that resembled 

 differences found in adults. In the 4-year-olds, training seemed to 

 influence more anterior electrodes that have been related to emo- 

 tional control areas of the cingulate (Bush et al., 2000). These data 



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