Attention control ability is associated with frontoparietal control network interactions
Abstract
Attention control predicts academic achievement, professional success, and health outcomes. However, the neural basis of stable, individual differences in attention control remains unclear. Prior research has emphasized momentary fluctuations in attentional engagement, often overlooking enduring individual differences. Here, we applied the quasi-periodic pattern analysis of infraslow functional magnetic resonance imaging (fMRI) dynamics in a large sample ( N = 196) to test whether trait attention control is reflected in network-level brain activity as well as the locus coeruleus (LC). Using latent-variable measures of attention control, working memory capacity, and fluid intelligence, we isolated the unique contribution of attention control across rest, 1-back, and 3-back conditions. As cognitive demand increased, individuals with higher attention control exhibited more coordinated activity of the frontoparietal control network (FPCN): they showed enhanced coupling with the dorsal attention network (DAN), and greater engagement with the LC and stronger decoupling from the default mode network (DMN). Even at rest, high attention individuals demonstrated stronger FPCN–DAN coupling and little to no correlation between FPCN–DMN, indicating that attentional capacity is reflected in both task-evoked reconfiguration and baseline network architecture. These findings reveal how attention control, as an ability, is instantiated in the brain’s dynamic architecture.
Article Details
Journal Info
Proceedings of the National Academy of Sciences
National Academy of Sciences
Authors (6)
Dolly T. Seeburger
School of Psychology, Georgia Institute of Technology
Jason S. Tsukahara
Department of Psychology, University of North Carolina Wilmington
Nan Xu
Vishwadeep Ahluwalia
Georgia State/Georgia Tech Center for Advanced Brain Imaging, Georgia Institute of Technology
Shella D. Keilholz
Department of Biomedical Engineering, Emory University and Georgia Institute of Technology
Randall W. Engle
School of Psychology, Georgia Institute of Technology