Attention

1. Ann Morrison, Ph.D. Attention

2. Attention • Definition • Network of controls over brain performance, including mental energy, processing of incoming information, & regulation of output Source: All Kinds of Minds

3. Attention • There are many different types of attention • People who have typical attention can apply the correct type of attention to various situations • People who struggle with attention have trouble applying the correct type of attention to a situation

4. Attention System All Kinds of Minds

5. Important Idea for Assessment Is a child’s poor attention the source of the problem or a manifestation of another problem? • Is a child’s poor attention due to inefficient neurobiology that impacts attention (frontal lobe issues) or is it a manifestation of another issue? • Examples could include: anxiety, distress, events, disinterest, etc.

6. Mental Energy Controls All Kinds of Minds • Alertness • Vigilance for intentional intake of information • Mental exertion • Energy allocation for cognitive work • Energy flow • Reliability of cognitive energy supply • Sleep/arousal imbalance • Regulation of sleep/wake cycles

7. Processing Controls (input) All Kinds of Minds • Saliency Determination • Discrimination between more & less important inputs • Processing Depth-Detail • Intensity of focus for interpreting & storing incoming stimuli/information • Cognitive Activation • Using incoming information to trigger new ideas & connect with prior knowledge & experience • Focal Maintenance • Appropriately sustaining, transitioning, & dividing focus on incoming information • Satisfaction Level • Capacity to focus on activities or topics yielding only moderate or low levels of excitation; relative need for intense stimulation & gratification

8. Production Controls (output) All Kinds of Minds • Previewing • Anticipation of likely outcomes • Self-monitoring • Observing one’s own output & work • Pacing • Working or acting at a rate that is appropriate to the task, without rushing • Facilitation and inhibition • Appropriate response inhibition; consideration of options for action, suppression of ill-advised output prior to acting or starting a task

9. Stroop Task • Take out a piece of scratch paper and something to write with • http://faculty.washington.edu/chudler/java/ready.html • I will put up two pages of words that are written in various colors • To yourself, say the names of the colors as accurately and quickly as you can • Note and record your time when you finish

10. Interference • The Stroop task demonstrates the effect of interference in the reaction time of a task • In learning, the interaction between new skills or knowledge and existing skills or knowledge

11. Transfer to Practice • What are some school-based examples of interference that may slow learning for children? • What can teachers do to minimize interference?

12. Task Switching Experiment • First trial: note whether number is greater or less than 5 (green)

13. Task Switching Experiment • Second trial: note wither the number is odd or even (purple)

14. Task Switching Experiment • Third trial: if the paper is purple, note whether it is odd or even, if the paper is green note whether it is greater or less than 5

15. Switch Cost • The speed and accuracy of alternating tasks 1 and 2 are slowed considerably compared to the speed and accuracy of performing tasks 1 and 2 sequentially

16. Transfer to Practice • What are classroom-based examples of task switching? • What can teachers do to reduce switch costs?