Attention span

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Attention span is the amount of time spent concentrating on a task before becoming distracted. [1] Distractibility occurs when attention is uncontrollably diverted to another activity or sensation. [2] Attention training is said to be part of education, particularly in the way students are trained to remain focused on a topic of discussion for extended periods, developing listening and analytical skills in the process. [3]

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By age

Measuring humans estimated attention span depends on what the attention is being used for. The terms “transient attention” and “selective sustained attention” are used to separate short term and focused attention. Transient attention is a short-term response to a stimulus that temporarily attracts or distracts attention. Researchers disagree on the exact amount of the human transient attention span, whereas selective sustained attention, also known as focused attention, is the level of attention that produces consistent results on a task over time. Common estimates of the attention span of healthy teenagers and adults range 5 hours. This is possible because people can choose repeatedly to re-focus on the same thing. [4] This ability to renew attention permits people to 'pay attention' to things that last for more than a few minutes, such as lengthy films.

Older children are capable of longer periods of attention than younger children. [5]

For time-on-task measurements, the type of activity used in the test affects the results, as people are generally capable of a longer attention span when they are doing something that they find enjoyable or intrinsically motivating. [4] Attention is also increased if the person is able to perform the task fluently, compared to a person who has difficulty performing the task, or to the same person when they are just learning the task. Fatigue, hunger, noise, and emotional stress reduce the time focused on the task.

A research study that consisted of 10,430 males and females ages 10 to 70 observed sustained attention time across a lifespan. The study required participants to use a cognitive testing website where data was gathered for seven months. The data collected from the study concluded that attention span is not one singular linear equation; at age 15 it is recorded that attention-span-related abilities diverge. Over the course of the study, collected evidence additionally found that, in humans, attention span is at its highest level when a person is in their early 40s, then gradually declines in old age. [6]

Measurement

Many different tests on attention span have been used in different populations and in different times. Some tests measure short-term, focused attention abilities (which is typically below normal in people with ADHD), and others provide information about how easily distracted the test-taker is (typically a significant problem in people with ADHD). Tests like the DeGangi's Test of Attention in Infants (TAI) and Wechsler Intelligence Scale for Children-IV (WISC-IV) are commonly used to assess attention-related issues in young children when interviews and observations are inadequate. [7] Older tests, like the Continuous Performance Test and the Porteus Maze Test, have been rejected by some experts. [7] These tests are typically criticized[ by whom? ] as not actually measuring attention, being inappropriate for some populations, or not providing clinically useful information.

Variability in test scores can be produced by small changes in the testing environment. [7] For example, test-takers will usually remain on task for longer periods of time if the examiner is visibly present in the room than if the examiner is absent.

Testing

In an early study of the influence of temperament on attention span, the mothers of 232 pairs of twins were interviewed periodically about the similarities and differences in behavior displayed by their twins during infancy and early childhood. The results showed that each of the behavioral variables (temper frequency, temper intensity, irritability, crying, and demanding attention) had a significant inverse relationship with attention span. In other words, the twin with longer attention span was better able to remain performing a particular activity without distraction, and was also the less temperamental twin. [8]

One study of 2600 children found that early exposure to television (around age two) is associated with later attention problems such as inattention, impulsiveness, disorganization, and distractibility at age seven. [9] [10] This correlational study does not specify whether viewing television increases attention problems in children, or if children who are naturally prone to inattention are disproportionately attracted to the stimulation of television at young ages, or if there is some other factor, such as parenting skills, associated with this finding.

Another study examining the relations between children’s attention span-persistence in preschool and later academic achievements found that children’s age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. For instance, children who enrolled in formal schooling without the ability to pay attention, remember instructions, and demonstrate self-control have more difficulty in elementary school and throughout high school. [11]

In another study involving 10,000 children (ages 8 to 11), fluctuations in attention span were observed during the school day, with higher levels of attention in the afternoon and lower levels in the morning. The study also found that student awareness and productivity increased after a two-day weekend but substantially decreased after summer break. [12]

See also

Related Research Articles

Working memory is a cognitive system with a limited capacity that can hold information temporarily. It is important for reasoning and the guidance of decision-making and behavior. Working memory is often used synonymously with short-term memory, but some theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas short-term memory only refers to the short-term storage of information. Working memory is a theoretical concept central to cognitive psychology, neuropsychology, and neuroscience.

<span class="mw-page-title-main">Attention deficit hyperactivity disorder</span> Neurodevelopmental disorder

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by executive dysfunction occasioning symptoms of inattention, hyperactivity, impulsivity and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and otherwise age-inappropriate.

In psychology, temperament broadly refers to consistent individual differences in behavior that are biologically based and are relatively independent of learning, system of values and attitudes.

<span class="mw-page-title-main">Hyperfocus</span> Intense form of mental concentration

Hyperfocus is an intense form of mental concentration or visualization that focuses consciousness on a subject, topic, or task. In some individuals, various subjects or topics may also include daydreams, concepts, fiction, the imagination, and other objects of the mind. Hyperfocus on a certain subject can cause side-tracking away from assigned or important tasks.

Adult Attention Deficit Hyperactivity Disorder is the persistence of attention deficit hyperactivity disorder (ADHD) in adults. It is a neurodevelopmental disorder, meaning symptoms must have been present in childhood except for when ADHD occurs after a traumatic brain injury. Specifically, multiple symptoms must be present before the age of 12, according to DSM-5 diagnostic criteria. The cutoff age of 12 is a change from the previous requirement of symptom onset, which was before the age of 7 in the DSM-IV. This was done to add flexibility in the diagnosis of adults. ADHD was previously thought to be a childhood disorder that improved with age, but recent research has disproved this. Approximately two-thirds of childhood cases of ADHD continue into adulthood, with varying degrees of symptom severity that change over time, and continue to significantly affect individuals' daily functioning in multiple domains.

Inattentional blindness or perceptual blindness occurs when an individual fails to perceive an unexpected stimulus in plain sight, purely as a result of a lack of attention rather than any vision defects or deficits. When it becomes impossible to attend to all the stimuli in a given situation, a temporary "blindness" effect can occur, as individuals fail to see unexpected but often salient objects or stimuli.

Cognitive disengagement syndrome (CDS) is an attention syndrome characterised by prominent dreaminess, mental fogginess, hypoactivity, sluggishness, slow reaction time, staring frequently, inconsistent alertness, and a slow working speed. To scientists in the field, it has reached the threshold of evidence and recognition as a distinct syndrome.

Delayed gratification, or deferred gratification, is the resistance to the temptation of an immediate pleasure in the hope of obtaining a valuable and long-lasting reward in the long-term. In other words, delayed gratification describes the process that the subject undergoes when the subject resists the temptation of an immediate reward in preference for a later reward that is more favorable. Generally, delayed gratification is associated with resisting a smaller but more immediate reward in order to receive a larger or more enduring reward later. A growing body of literature has linked the ability to delay gratification to a host of other positive outcomes, including academic success, physical health, psychological health, and social competence.

Oppositional defiant disorder (ODD) is listed in the DSM-5 under Disruptive, impulse-control, and conduct disorders and defined as "a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness". This behavior is usually targeted toward peers, parents, teachers, and other authority figures, including law enforcement officials. Unlike conduct disorder (CD), those with ODD do not generally show patterns of aggression towards random people, violence against animals, destruction of property, theft, or deceit. One half of children with ODD also fulfill the diagnostic criteria for ADHD.

Attention deficit hyperactivity disorder predominantly inattentive, is one of the three presentations of attention deficit hyperactivity disorder (ADHD). In 1987–1994, there were no subtypes and thus it was not distinguished from hyperactive ADHD in the Diagnostic and Statistical Manual (DSM-III-R).

Mind-wandering is loosely defined as thoughts that are not produced from the current task. Mind-wandering consists of thoughts that are task-unrelated and stimulus-independent. This can be in the form of three different subtypes: positive constructive daydreaming, guilty fear of failure, and poor attentional control.

A continuous performance task, continuous performance test, or CPT, is any of several kinds of neuropsychological test that measures a person's sustained and selective attention. Sustained attention is the ability to maintain a consistent focus on some continuous activity or stimuli, and is associated with impulsivity. Selective attention is the ability to focus on relevant stimuli and ignore competing stimuli. This skill is associated with distractibility.

The Test of Variables of Attention (T.O.V.A.) is a neuropsychological assessment that measures a person's attention while screening for attention deficit hyperactivity disorder. Generally, the test is 21.6 minutes long and is presented as a simple, yet boring, computer game. The test is used to measure a number of variables involving the test taker's response to either a visual or auditory stimulus. These measurements are then compared to the measurements of a group of people without attention disorders who took the T.O.V.A. This test should be used along with a battery of neuropsychological tests, such as a detailed history, subjective questionnaires, interviews, and symptom checklists before a diagnosis should be concluded.

In psychology and neuroscience, executive dysfunction, or executive function deficit, is a disruption to the efficacy of the executive functions, which is a group of cognitive processes that regulate, control, and manage other cognitive processes. Executive dysfunction can refer to both neurocognitive deficits and behavioural symptoms. It is implicated in numerous psychopathologies and mental disorders, as well as short-term and long-term changes in non-clinical executive control. Executive dysfunction is the mechanism underlying ADHD Paralysis, and in a broader context, it can encompass other cognitive difficulties like planning, organizing, initiating tasks and regulating emotions. It is a core characteristic of ADHD and can elucidate numerous other recognized symptoms.

<span class="mw-page-title-main">Inhibitory control</span> Cognitive process

Inhibitory control, also known as response inhibition, is a cognitive process – and, more specifically, an executive function – that permits an individual to inhibit their impulses and natural, habitual, or dominant behavioral responses to stimuli in order to select a more appropriate behavior that is consistent with completing their goals. Self-control is an important aspect of inhibitory control. For example, successfully suppressing the natural behavioral response to eat cake when one is craving it while dieting requires the use of inhibitory control.

<span class="mw-page-title-main">Attentional control</span> Individuals capacity to choose what they pay attention to and what they ignore

Attentional control, colloquially referred to as concentration, refers to an individual's capacity to choose what they pay attention to and what they ignore. It is also known as endogenous attention or executive attention. In lay terms, attentional control can be described as an individual's ability to concentrate. Primarily mediated by the frontal areas of the brain including the anterior cingulate cortex, attentional control is thought to be closely related to other executive functions such as working memory.

Executive functions are a cognitive apparatus that controls and manages cognitive processes. Norman and Shallice (1980) proposed a model on executive functioning of attentional control that specifies how thought and action schemata become activated or suppressed for routine and non-routine circumstances. Schemas, or scripts, specify an individual's series of actions or thoughts under the influence of environmental conditions. Every stimulus condition turns on the activation of a response or schema. The initiation of appropriate schema under routine, well-learned situations is monitored by contention scheduling which laterally inhibits competing schemas for the control of cognitive apparatus. Under unique, non-routine procedures controls schema activation. The SAS is an executive monitoring system that oversees and controls contention scheduling by influencing schema activation probabilities and allowing for general strategies to be applied to novel problems or situations during automatic attentional processes.

<span class="mw-page-title-main">Disruptive mood dysregulation disorder</span> Medical condition

Disruptive mood dysregulation disorder (DMDD) is a mental disorder in children and adolescents characterized by a persistently irritable or angry mood and frequent temper outbursts that are disproportionate to the situation and significantly more severe than the typical reaction of same-aged peers. DMDD was added to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) as a type of depressive disorder diagnosis for youths. The symptoms of DMDD resemble many other disorders, thus a differential includes attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), anxiety disorders, and childhood bipolar disorder, intermittent explosive disorder (IED), major depressive disorder (MDD), and conduct disorder.

The ADHD Rating Scale (ADHD-RS) is a parent-report or teacher-report inventory created by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid consisting of 18–90 questions regarding a child's behavior over the past 6 months. The ADHD Rating Scale is used to aid in the diagnosis of attention deficit hyperactivity disorder (ADHD) in children ranging from ages 5–17.

Nesplora Aula is a psychological test in virtual reality that measures attentional processes in children from 6 to 16 years of age. It is a level III C Continuous Performance Test (CPT) that combines auditory and visual stimuli in a virtual environment: a school classroom, alive and organic, with the distractors of that environment. It evaluates in approximately 20 minutes, among other variables, attention, impulsivity, processing speed, the tendency to distraction and motor activity during the task. The person being evaluated is immersed in virtual reality through a helmet with movement sensors and lightweight 3D glasses.

References

  1. ↑ Beger R (2018). Present-Day Corporate Communication: A Practice-Oriented, State-of-the-Art Guide. Singapore: Springer. p. 18. ISBN   978-981-13-0401-9.
  2. ↑ Schaefer C, Millman H (1994). How to Help Children with Common Problems. Northvale, NJ: Jason Aronson Inc. p. 18. ISBN   978-1-56821-272-2.
  3. ↑ Maconie R (2007). The Way of Music: Aural Training for the Internet Generation. Lanham, MD: Scarecrow Press. p. 100. ISBN   978-0-8108-5879-4.
  4. 1 2 Cornish D, Dukette D (2009). The Essential 20: Twenty Components of an Excellent Health Care Team. Pittsburgh, PA: RoseDog Books. pp. 72–73. ISBN   978-1-4349-9555-1. OCLC   721335045.
  5. ↑ Simon, Alexander J.; Gallen, Courtney L.; Ziegler, David A.; Mishra, Jyoti; Marco, Elysa J.; Anguera, Joaquin A.; Gazzaley, Adam (2023). "Quantifying attention span across the lifespan". Frontiers in Cognition. 2. doi: 10.3389/fcogn.2023.1207428 . ISSN   2813-4532. PMC   10621754 . PMID   37920687.
  6. ↑ Fortenbaugh FC, DeGutis J, Germine L, Wilmer JB, Grosso M, Russo K, Esterman M (September 2015). "Sustained Attention Across the Life Span in a Sample of 10,000: Dissociating Ability and Strategy". Psychological Science. 26 (9): 1497–1510. doi:10.1177/0956797615594896. PMC   4567490 . PMID   26253551.
  7. 1 2 3 Banhatti R (2004). "Attention and Mental Health". In Dwivedi KN, Harper PB (eds.). Promoting The Emotional Well-being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook. London: Jessica Kingsley Publishers. pp. 87–92. ISBN   978-1-84310-153-6. OCLC   54906900.
  8. ↑ Wilson RS, Brown AM, Matheny AP (November 1971). "Emergence and persistence of behavioral differences in twins". Child Development. 42 (5): 1381–1398. doi:10.2307/1127905. JSTOR   1127905. PMID   5167837.
  9. ↑ Christakis DA, Zimmerman FJ, DiGiuseppe DL, McCarty CA (April 2004). "Early television exposure and subsequent attentional problems in children". Pediatrics. 113 (4): 708–713. CiteSeerX   10.1.1.554.172 . doi:10.1542/peds.113.4.708. PMID   15060216.
  10. ↑ "How TV can 'rewire' brains of tiny tots". The Washington Times. 18 April 2004. Retrieved 23 October 2008.
  11. ↑ McClelland MM, Acock AC, Piccinin A, Rhea SA, Stallings MC (April 2013). "Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes". Early Childhood Research Quarterly. 28 (2): 314–324. doi:10.1016/j.ecresq.2012.07.008. PMC   3610761 . PMID   23543916.
  12. ↑ Batejat, D.; Lagarde, D.; Navelet, Y.; Binder, M. (April 1999). "[Evaluation of the attention span of 10,000 school children 8-11 years of age]". Archives de Pédiatrie. 6 (4): 406–415. doi:10.1016/s0929-693x(99)80222-x. ISSN   0929-693X. PMID   10230480.
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