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Attentio To Arslaaan
Attentio To Arslaaan
of other stimuli.
Attention is awareness of the here and now in a focal and perceptive way. For early
psychologists, such as Edward Bradford Titchener, attention determined the content
of consciousness and influenced the quality of conscious experience. In subsequent years less
emphasis was placed on the subjective element of consciousness and more on
the behaviour patterns by which attention could be recognized in others. Although human
experience is determined by the way people direct their attention, it is evident that they do not
have complete control over such direction. There are, for example, times when an individual has
difficulty concentrating attention on a task, a conversation, or a set of events. At other times an
individuals attention is captured by an unexpected event rather than voluntarily directed
toward it.
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Attention has to do with the immediate experience of the individual; it is a state of current
awareness. There are, of course, myriad events taking place in the world all the time, each
impinging upon a persons senses. There are also events taking place within the body that affect
attention, just as there are representations of past events stored in ones memory but accessible to
awareness under appropriate circumstances.
While it might be expected that current awareness is the totality of all those events at any given
moment, clearly this is not the case. Within this vast field of potential experiences, an individual
focuses uponor attends tosome limited subset of the whole. This subset constitutes the
subjective field of awareness. It is possible to determine the reason for this limitation. Control
and coordination of the many inputs and stored experiences and the organization of appropriate
patterns of response are the province of the brain. The brain has impressive processing
capabilities, but it has a limited capacity. A person cannot consciously experience all the events
and information available at any one time. Likewise, it is impossible to initiate, simultaneously,
an unlimited number of different actions. The question becomes one of how an appropriate
subset of inputs, intermediate processes, and outputs are selected to command attention and
engage available resources.
Attention, then, may be understood as a condition of selective awareness which governs the
extent and quality of ones interactions with ones environment. It is not necessarily held under
voluntary control. Some of the history of attention and the methods by which psychologists and
others have come to characterize and understand it are presented in the discussion that follows.
Psychologists began to study attention in the latter part of the 19th century. Before this time,
philosophers had typically considered attention within the context ofapperception (the
mechanism by which new ideas became associated with existing ideas). Thus Gottfried Wilhelm
Leibniz suggested that ones loss of awareness of the constant sound of a waterfall illustrates
how events can cease to be apperceived (that is, represented in consciousness) without specific
attention. He suggested that attention determines what will and will not be apperceived. The
term apperceptionwas still employed in the 19th century by Wilhelm Wundt, one of the founders
of modern psychology. Wundt, however, was among the first to point out the distinction between
the focal and more general features of human awareness. He wrote of the wide field of awareness
(which he called the Blickfeld) within which lay the more limited focus of attention
(the Blickpunkt). He suggested that the range of theBlickpunkt was about six items or groups. He
also speculated that attention is a function of the frontal lobes of the brain.
One of the most influential psychologists at the turn of the century was William James. In his
major work, The Principles of Psychology (1890), he says:
Every one knows what attention is. It is the taking possession by the mind, in clear and vivid
form, of one out of what seem several simultaneously possible objects or trains of thought.
Focalization, concentration, of consciousness are of its essence. It implies withdrawal from some
things in order to deal effectively with others.
James held that attention made humans perceive, conceive, distinguish, and remember more
effectively and sped their reactions.
In 1906 another prominent psychologist, W.B. Pillsbury, suggested three methods for measuring
attention. The first relied upon tests that measured attention through performance of a task
judged to require a high degree of attention; the second measured diminished attention through
decreased performance; and the third gauged the strength of attention by the stimulus level
required to distract the individual.
As the 20th century progressed, psychology and the study of behaviour were subject to new
influences that had far-reaching consequences for notions of attention. One such area of
influence originated in the work of Russian physiologist Ivan Petrovich Pavlov, who reported
what is now usually referred to as the orienting response. In dogs and other animals this includes
such signs of attention as pricked-up ears, head turned toward the stimulus, increased muscular
tension, and physiological changes detectable with instruments. Further influence came from
work on reflexology by one of Pavlovs competitors, Russian Vladimir M. Bekhterev. Many
psychologists came to regard the conditioned reflex (an involuntary response conditioned by
reward) as the basic building block of all human learning.
attention. This led to a new emphasis on notions of attitude and expectancy and to a renewed
interest in attention.
Aspects of attention
Selective attention
postulate an early filter at all. They suggest that all signals reach central brain structures, which
are, according to current circumstances, weighted to take account of particular properties. Some
have a high weighting, for example, in response to ones own name; others are weighted
according to the immediate task or interest. Among the concurrently active structures, that with
the highest weighting gains awareness and is most directly responded to.
Some critics of the above theories consider that they overemphasize the serial elements in
attention. Apart from the everyday instances of tasks performed in parallel, as in the example of
driving, they point to experimental evidence for highly demanding combinations of concurrent
activities. As early as 1887 the French philosopher Frdric Paulhan reported the ability to write
one poem while reciting another. More recently it has been shown that some music students can
sight read and play piano music while at the same time repeating aloud a prose passage. Of
course it can still be held that, when two such tasks are being performed together, one of them is
being done automatically and essentially without direct attention. An alternative explanation
might be that attention alternates between them in a rapid, and frequently imperceptible, way. An
analogous situation occurs when many users access a mainframe computer simultaneously. In
practice, the computer is servicing their demands in very rapid alternation, yet each user remains
relatively unaware that the interactive process is not absolutely continuous.
term memory. This suggests a close relationship between the conditions for awareness and those
for storage in memory. Evidence for learning during sleep has sometimes been cited as
contradicting this assertion that people remember only those things of which they were
consciously aware at the time they occurred. It is now generally accepted, however, that the
original evidence for sleep learning was suspect. In subsequent studies, when more stringent
electrophysiological measures were made to ensure that individuals were in fact asleep, no clear
evidence for learning during sleep could be found. There has been an indication that some type
of conditioning may be possible during sleep, but, generally, awareness appears to be necessary
for learning to take place.
As already noted, one of the conditions for becoming aware, or selectively engaged, is when
current expectations are violated. Just as people learn skills to the point where they become
automatic, they also encode current experience into patterns of expectation that, as long as they
continue to be fulfilled, need not engage focal processing resources. On entering a room, a
person may be aware of the regular one-second tick of a grandfather clock, but the ticking soon
fades from awareness as other things command attention. One is likely to remain unaware of it
unless it stops (meaning that established expectations are violated) or unless other demands upon
attention drop to the point where the person has sufficient spare focal capacity to become at least
partially aware of the sound.
The process of habituation occurs when a persons response to novelty wanes with the repeated
and regular presentation of the same signal. Habituation represents a progressive loss of
behavioral responsivity to a stimulus as its lack of adaptive significance is recognized. The
unchanging repetition of the signal facilitates this recognition and confirms the inappropriateness
of deploying further attention upon the signal. Generally, a shorter time interval between signals
means a more rapid drop in responsiveness. If, however, the signals hold special significance for
the individual, they will continue to be attended to and responded to even though they may be
repetitive. For example, a person who counts the ticks of the clock to check its accuracy will not
become habituated to the ticking sound. In other circumstances where stimuli have special signal
properties, habituation may take place but only very slowly. Other factors, such as loudness,
brightness, or intensity, can affect the magnitude of response to a signal and the rate at which
habituation takes place. Although response enhancement and resistance to habituation are
associated with increased stimulus intensity, they can also occur in reaction to faint signals.
These observations of changes in attention with time and signal properties raise the wider
question of how attention behaves over long periods of time.
are somewhat limited by the processing capacity already mentioned. When the task is complex,
detection difficult, time limited, and a series of decisions required using variable data, the brain
may not succeed in coping. Long, boring, and for the most part uneventful tasks result in lowered
performance with regard to both speed and accuracy in detecting looked-for events. If the task is
interesting or is taking place in a stimulating environment, the individual will be better able to
sustain attention and maintain performance.
The frequency of task-relevant events holds a significant influence on vigilance performance.
Generally speaking, the more frequent the events are, the better the performance, while long
periods of inactivity constitute the worst case for performance. Surprisingly, the ratio of signals
to nonsignal stimuli makes little difference to performance. The magnitude of the signal,
however, is significant. During the course of a watch, expectancies develop about the frequency
with which signals appear. If a signal occurs after an atypical interval, it is less likely to be
detected. Performance can be improved (up to a point) by increasing task complexity, and in
some vigilance situations the introduction of a secondary task can actually improve performance
on the primary task. Performance is also enhanced when the individual receives feedback on the
vigilance effort. Performance tends to dwindle in a noisy environment, particularly if the noise is
high-pitched and loud and the task is difficult. Lack of sleep also impairs performance.
Conversely, vigilance can be improvedor at least lapses preventedby short periods of rest or
by conversation or other mild forms of diversion. Monetary or other rewards tend to improve
performance, as do some stimulant drugs.