## 1 Introduction
Traditional performance indicators include correct responses, omission errors (OEs), commission errors (CEs), and reaction time (RT). A response to the designated target is referred to as a \"correct response\", a failure to respond to the target is referred to as an \"omission error\", and a response to the non-target is referred to as a \"commission error\", or false alarm. Omission errors (OEs) reflect inattention, while commission errors reflect impulsivity [17; 18]. Reaction time is the time recorded in which the subject respond when hearing the target stimulus and reflects the subject's cognitive processing speed [19]. Some researchers have used measurements derived from signal detection theory [20]. In addition, many studies have confirmed the relationship between omission errors and ratings of inattention [21], as well as the relationship between commission errors and ratings of impulsivity [22]. Currently, most of the CPT tests in China are used for school-age children over 6 years old, most auditory stimuli use numbers, while most visual stimuli use letters. In the past 20 years, several versions of the CPT have been used in the test and evaluation of sustained attention in foreign countries. [PERSON] et al. [23] explored the influence of visual letters on spoken tone words and auditory pure tones on sustained attention in children and adults. It was found that the stimulus type did not lead to significant changes in adults' total errors, and the auditory stimuli corresponded to the slowest reaction times. Adults had fewer inattention and impulsive errors than the children group, and they had a shorter MRT than children. [PERSON] al. [24] selected 160 primary and high school students (43 with ADHD, 117 controls) to carry out a sustained attention test to explore which CPT parameters (auditory and visual modalities) should be used as reliable variables to distinguish ADHD children from healthy controls and to describe the usefulness of visual and auditory CPTs as tools for distinguishing ADHD students from healthy controls. Five variables were extracted for each sensory modality: commission errors and omission errors, reaction time, reaction time variability, and coefficient of variation. The results showed that the ADHD group displayed higher rates for all test variables. Auditory parameters in the attention domain (OE and VRT) can discriminate ADHD from control groups. Both modalities are equally important for the hyperactive/impulsive domain (CE). [PERSON] et al. [25] studied the construct validity of the ACPT-P as a measure of EF in children with ADHD. The ACPT-P test was conducted on 40 preschool children with ADHD and 40 age- and gender-matched controls. Two auditory stimuli (dog bark and church bell) were used as the target and non-target, respectively, each with a duration of 690 milliseconds and a fixed interval of 5000 milliseconds between stimuli. Fifteen targets and fifteen non-targets were randomly arranged, and the total test time was about 3 min. The stimuli were presented through headphones. Four dependent variables were selected: omission errors, commission errors, mean response time, and variability. The results showed that the performance of the ADHD group on omissions, mean response time, and variability was significantly lower than that of the control group. [PERSON] et al. [26] conducted an auditory sustained attention experiment on adults using the SAAAT to investigate subjects' performance in listening to words over some time. Compared with previous tests on children, the adult group had fewer omission errors and had better auditory sustained attention. To accurately understand children's inadaptability to the acoustical environment of the school classroom, it is important to assess children's attention stability in noisy environments from a clinical perspective. However, most traditional CPTs are conducted in a controlled environment without noise, and the results may not reflect the true situation of children in school. [PERSON] et al.