Attention is a fundamental cognitive process that allows individuals to selectively focus on specific stimuli while filtering out irrelevant information.
Researchers have identified several key components of attention, each playing a distinct role in cognitive functioning. These components include sustained attention, selective attention, divided attention, and executive attention (Posner & Petersen, 1990).
Sustained attention refers to the ability to maintain focus on a task or stimulus over an extended period. It is crucial for activities requiring continuous monitoring, such as driving or studying (Parasuraman, 1984). Selective attention involves focusing on relevant stimuli while ignoring distractions. The classic dichotic listening task, where individuals must attend to one auditory stream while filtering out another, exemplifies selective attention (Cherry, 1953).
Divided attention enables individuals to process multiple tasks simultaneously, though performance often declines when cognitive load increases (Kahneman, 1973).
Finally, executive attention involves higher-order processes that regulate attentional resources, resolve conflicts, and inhibit distractions. The anterior cingulate cortex plays a crucial role in executive attention by modulating cognitive control (Botvinick et al., 2001).
Understanding the components of attention contributes to research in cognitive psychology, neuroscience, and applied fields such as education and human factors.
Assessing Attention in an Office Setting
Neuropsychologists use a variety of standardized assessments to evaluate attention in an office setting. These tests measure different aspects of attentional functioning, including sustained attention, selective attention, divided attention, and executive control. Below are several commonly used assessments:
Continuous Performance Test (CPT) – The CPT measures sustained attention and response inhibition by requiring individuals to detect target stimuli while ignoring distractors over a prolonged period (Conners, 2004).
Trail Making Test (TMT) – The TMT assesses visual attention and cognitive flexibility. Part A measures processing speed, while Part B evaluates the ability to shift attention between numeric and alphabetical sequences (Reitan, 1958).
Stroop Color and Word Test – This test examines selective attention and cognitive control by requiring individuals to inhibit automatic responses and name the ink color of incongruent color-word stimuli (Golden, 1978).
Digit Span Task (from the Wechsler Scales) – A measure of working memory and attention, this task requires individuals to recall sequences of numbers in forward and backward order (Wechsler, 2008).
Test of Variables of Attention (TOVA) – The TOVA assesses sustained and selective attention, primarily used in the diagnosis of ADHD (Greenberg et al., 1996).
Attention Network Test (ANT) – The ANT evaluates different components of attention, including alerting, orienting, and executive control, by measuring reaction times to visual stimuli (Fan et al., 2002).
Understanding these assessments allows clinicians to identify attentional deficits and tailor interventions accordingly.
RELATED POSTS
SCOPES model Attention fits within the C = Cognitive Dimension. The underlying biological processes are associated with the P = Physical Dimension.
Post Author
Geoffrey W. Sutton, Professor Emeritus of Psychology at Evangel University, holds a master’s degree in counseling and a PhD in psychology from the University of Missouri-Columbia. His postdoctoral work encompassed education and supervision in forensic and neuropsychology. As a licensed psychologist, he conducted clinical and neuropsychological evaluations and provided psychotherapy for patients in various settings, including schools, hospitals, and private offices. During his tenure as a professor, Dr. Sutton taught courses on psychotherapy, assessment, and research. He has authored over one hundred publications, including books, book chapters, and articles in peer-reviewed psychology journals. His website is https://suttong.com
References
Botvinick, M. M., Braver, T. S., Barch, D. M., Carter, C. S., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychological Review, 108(3), 624-652. https://doi.org/10.1037/0033-295X.108.3.624
Cherry, E. C. (1953). Some experiments on the recognition of speech with one and two ears. The Journal of the Acoustical Society of America, 25(5), 975-979. https://doi.org/10.1121/1.1907229
Conners, C. K. (2004). Conners’ Continuous Performance Test (CPT-II). Multi-Health Systems.
Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency of attention networks. Journal of Cognitive Neuroscience, 14(3), 340-347. https://doi.org/10.1162/089892902317361886
Golden, C. J. (1978). Stroop color and word test: A manual for clinical and experimental uses. Stoelting.
Greenberg, L. M., Kindschi, C. L., Dupuy, T. R., & Hughes, S. J. (1996). Test of Variables of Attention (TOVA). TOVA Company.
Kahneman, D. (1973). Attention and effort. Prentice-Hall.
Parasuraman, R. (1984). Sustained attention in detection and discrimination tasks. Human Factors, 26(6), 611-619. https://doi.org/10.1177/001872088402600603
Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42. https://doi.org/10.1146/annurev.ne.13.030190.000325
Reitan, R. M. (1958). Validity of the Trail Making Test as an indicator of organic brain damage. Perceptual and Motor Skills, 8(3), 271-276. https://doi.org/10.2466/pms.1958.8.3.271
Wechsler, D. (2008). Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV). Pearson.
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