Hua He

Ordinal processing is a core component of numerical cognition, and its behavioral signature is the Reverse Distance Effect (RDE). However, previous studies indicate that the RDE is influenced by sequence composition, and it is unclear whether it is similarly affected by sequence types. Prior research has largely focused on non-repeating sequences (e.g., 1-2-3), while the processing of repeated item sequences (i.e., non-strict sequences; e.g., 1-2-2-3) remains unexplored. Experiment 1 (numbers) showed a significant RDE in the first and last repetition conditions. However, the middle repetition condition resulted in a null effect, suggesting that the middle repeated item interferes differentially with ordinal representation. In contrast, Experiment 2 (letters) showed a significant RDE regardless of repetition position. Overall, the RDE extends to repeated item sequences when interference is comparable between distance conditions. Moreover, the presence of the RDE in the letter task indicates that the effect observed in repeated item sequences extends to non-numerical materials. This study provides the first systematic investigation of repeated item sequences, highlighting the role of repeated items in order judgment and expanding the scope of ordinal processing research.

Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in school-age children. Although it has been well documented that children with ADHD are associated with impairment of executive functions including working memory (WM) and inhibitory control, there is not yet a consensus as to the relationship between ADHD and memory-driven attentional capture (i.e., representations in WM bias attention toward the WM-matched distractors). The present study herein examined whether children with ADHD have sufficient cognitive control to modulate memory-driven attentional capture. 73 school-age children (36 with ADHD and 37 matched typically developing (TD) children) were instructed to perform a visual search task while actively maintaining an item in WM. In such a paradigm, the modality and the validity of the memory sample were manipulated. The results showed that under the visual WM encoding condition, no memory-driven attentional capture was observed in TD children, but significant capture was found in children with ADHD. In addition, under the audiovisual WM encoding condition, memory-matched distractors did not capture the attention of both groups. The results indicate a deficit of cognitive control over memory-driven attentional capture in children with ADHD, which can be improved by multisensory WM encoding. These findings enrich the relationship between ADHD and cognitive control and provide new insight into the influence of cross-modal processing on attentional guidance.