Attention Span

One of the essential topics in cognitive psychology is the science of attention span.
Attention is defined as the ability of the mind to take in and process information and filter out
other details in the environment. Attention generally seems to address issues regarding how
much material we can take in at once, what happens to the information we don’t take in, the
factors that cause attention failure, and how unwanted information influences or distracts the
uptake of other information. This paper analyzes attention under the auditory attention, visual
attention, the application of attention span for educational and medical purposes, common
attention span-related disorders, and current issues in attention span research (Chen et al., 2019).
One of the concepts that need evaluation under auditory attention is disentangling sounds.
The concept of the cocktail party effect refers to the ability that humans have to listen to just one
sound out of a myriad of sounds. Auditory attention is necessary to allow listeners to focus on
one stimulus point. As such, a listener selects the stimulus they would like to respond to. The
brain can focus on just one sound depending on the source or the direction from which it is
coming without confusing it with other sounds coming from the environment.
Modern research has aimed at researching the various forms of attention. The types of
attention have been divided according to capacity, duration, and mode of activity. Most of the
research conducted on attention is primarily based on learning processes. This is because there is
a connection between attention and the learning process.
Selective attention is defined as the type of attention where the brain selects the type of
stimuli to focus on and respond to. Sustained attention is the ability to focus on one stimulus
without being distracted. Sustained attention has been researched as one of the most beneficial

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types of attention to brain processes such as memory. Divided attention is the ability to focus on
more than one thing at a go. Researchers find that this type of attention is not sustainable in the
long run. This type of attention has been researched in learning processes such as in military
shooting practice and medical school (Jamro et al., 2022). Alternating attention is the ability to
change attention between multiple forms of stimuli. Alternating attention has been used
interchangeably with divided attention. The difference between both types of attention is that
divided attention does not require an individual to switch from one task to another.
Several factors determine the type of attention that modern researchers have classified
between internal and external factors. The external factors include intensity. The research done
by Lim et al. (2019) shows that the intensity of the stimulus affects attention. Some of the icons
were set to be static but emit more light in that research. It was discovered that the icons that
emitted more light drew more attention. In that research, the respondents found that it was easier
to spot larger icons and text than smaller text. Moving stimuli capture more attention than static
stimuli. The research done in Game-based Computerized Cognitive Training (GCCT) states that
moving stimuli from a game enhances coordination and cognitive flexibility through movement,
increasing attention span (Olfers & Band, 2017, Kiat et al., 2018). Game-based Computerized
Cognitive Training (GCCT) and Brain-Computer Interface Training (BCI) use the aspect of
color to draw attention (Olfers & Band, 2017, Lim et al., 2019).
Internal factors that affect attention include emotion. The interaction between attention
and emotion can be found in attention res Theory (ART). Attention can be determined by
physical stressors such as pain, which causes significant distraction. Both physical and
psychological stress causes depletion of attentional resources. In some cases, it becomes
challenging under psychological and physical stress to mobilize physiological resources for

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attention. Physical stressors can be solved by dissociating with the stressors, while emotional
stressors require psychological methods to overcome, one of which is the attention restoration
theory (Stevenson et al., 2018).
The proponents of this Theory suggest that connecting with the environment provides
individuals with psychological benefits that help clear emotional fog and increase attention. The
impact of interest has been researched through the lens of reward. When individuals indulge in
aspects, they are interested in, the psychological reward increases their attention span. Control is
also considered an essential internal determinant of control. Voluntary attention requires
individuals to muster psychological resources to process and respond to stimuli. This means that
individuals become in control of the cognitive process and, therefore, may pay more attention
instead of a scenario where the cognitive process is involuntary.
Visual attention
Just like auditory attention, the brain can process several visual inputs at a go. This does
not mean that humans can see everything around them. Attention is determined by several
factors, the most critical one being the nature of the stimulus. Different types of stimuli
determine the type of attention. The intensity and the size of the stimulus also determine the kind
of attention. However, some research supports the fact that neuronal synchrony is the most
important determinant and mediator in visual attention. Lack of neuronal synchrony makes it
challenging for children in developmental stages to carry out phonological and visual processes
required for reading and the entire learning process.
Computerized cognitive training

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Cognitive training is one of the methods that increase neuronal synchrony. Video game
training provides cognitive flexibility measured by task-switch performance, attention and
working memory, and active control. Results of the study show that computerized cognitive
training increases attention training and attention control and eliminates distractor-related
interference.
Game-based computerized cognitive training requires visual engagement in a fast-paced
environment to deal with multiple actions, rules, and objectives. Such engagement provides
training for the eyes, and the results can be beneficial when the training is carried out at a young
age since such flexibility declines with age.
The study results are further demonstrated in a study by (Yang et al., 2020). The study focused
on multidomain attention training to improve attention and alertness and reduce cognitive
impairment. The results show improved attention, memory, and orientation of mini-mental state
examination (MMSE). However, this was a multidomain attention training that offered visual-
spatial attention. The results were also effective in older adults with mild cognitive impairment
(MCI).
Applications
The concept of attention has been heavily evaluated in child development. One of the
applications of the concept of attention can be found in the education system. The education
system has been consistently trying to develop means of increasing the attention span of learners
with the view of increasing their academic performance. Under such research, instructors and
students have tried to incorporate audio-visual learning cues (Revadekar et al., 2020).

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In the education sector, healthcare sector, military, and automobiles, it has been found
that display affects the type of attention. As such, learning methods and technology incorporate
technologies with a head-mounted display. These techniques have been found to bring
information upwards so that it overlays the outside world and allows learners to focus on one
point of stimuli and reduce the probability of being affected by the outside world (Proverbio et
al., 2020). The head-mounted displays have been found to have one significant disadvantage,
which researchers define as overlay clutter. The advantage of such displays is that they are
improved with technologies that reduce the effort to block other stimuli from the environment.
Still, overlay clutter may override some benefits even with increased attention. The overlay
clutter is also affected by data density, information organization, and stress conditions.
Moahcadieh & Sarter’s (2018) study shows that the aforementioned factors increased response
time and error rate.
Emotions, cognitive learning and attention
Emotions are affected by attention. Dolgunsoz (2021) finds that emotions and cognitive
processes are intertwined and affect learning and behavioral methods. The study by Dolgunsoz
(2021) included a study that included a funny and boring video with the view to learning
vocabulary. After 5 days, a test on the vocabulary shows that emotion affected attention and,
consequently, memory. This shows the direct relationship between mood and attention span. The
Theory was developed in the late 1980s and 1990s and suggested that human beings can increase
their attention span by increasing the time spent outdoors. The theory suggests that individuals
can connect with nature , reduce mental fatigue, increase brain capacity and concentration, and
focus on a certain specified stimulus (Stevenson et al., 2018).
Current trends

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This paper has already highlighted some of the applications that attention has been
focused on, but which are just disorders. However, noting the increasing research work into
attention disorder is also essential. Attention Restoration Theory has been researched as a
method of increasing attention span. E-learning models have become common over the last years
as necessitated by the COViD_19 pandemic (Revadekar et al., 2020). Modern work requirements
have also necessitated remote learning. However, many e-learning models have been criticized
for their inefficiency in retaining students’ attention.
Several strategies that have been applied to increase student attention include increasing
their attention include shortening instructional sessions. Attention seems to decrease with
duration. Enhanced instructional models also provide unique benefits for students. They include
the blending of audio-visual technologies to provide a unique learning experience.
Attention related disorders
One of the most common attention-related disorders that have been researched in the
recent past is Attention- Deficit Hyperactivity Disorder (ADHD). ADHD is characterized by
impulses of attention and hyperactivity, which affect the attention span. Modern research has
shown that attention training has effectively treated and managed ADHD. However, some
literature is concerned that the medication used in treating ADHD causes detrimental side effects
in children and young adolescents. Side effects include tachyphylaxis, increased blood pressure,
insomnia, increased heart rate, and reduced appetite. As such, psychotherapy and attention
training are better alternatives that solve most of the challenges that ADHD brings. Attention
training focuses on improving central executive functions: inhibitory control, cognitive
flexibility, working memory, problem-solving, and planning. Modern methods and technology

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are effective in providing treatment for ADHD. A study by Lim et al. (2019) shows that brain-
computer interface neurofeedback therapy improved ADHD symptoms after a 24-week training.
Auditory processing disorder (APD) is another disorder associated with attention. Dawes
& Bishop, 2019) show that acquired APD is more prevalent in people with significant
neurological events such as trauma. Developmental APD can be traced to birth, while secondary
APD is better traced from individuals from a family with APD, meaning that it is genetically
placed. In many cases, APD is treated as a comorbidity to other developmental or learning
disorders such as ADHD and autism spectrum disorder (Dawes & Bishop, 2019). However,
diagnostic methods have recently provided a confusing perspective. Audiologists may be able to
diagnose APD accurately, but psychologists diagnose it as part of another learning disability as
such current research is based on developing improved assessment methods.
Dyslexia has also been investigated for its close relationship with shifted attention and
divided attention. Dyslexic individuals were particularly found to have challenges concentrating
and multitasking (Stein, 2014). Dyslexic patients have challenges translating letters into sound.
Visual attention affects dyslexia because dyslexic people may have abnormal visual
magnocellular nerve cells that play the primary role in identifying letters and eye fixations
(Stein, 2014). Therefore, the visual magnocellular system affects visual attention, which supports
why dyslexia is classified as an attention disorder.

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