Attention

Introduction

Attention involves being in a state of alertness, focusing on aspects of the environment that are deemed important for the task at hand, and shutting out irrelevant information. As the task demands change, attention involves the ability to flexibly shift focus to another target. Originally, attention was considered a unitary construct but currently it is conceptualized as a complex process involving (a) distributed neural systems, (b) perceptual, emotional, motivational and motor systems, as well as (c) links to multiple sources of environmental information.

Some commonly studied processes of attention include selecting, sustaining, and shifting. Selection refers to the ability to narrow the field of stimuli to which one attends for the purpose of enhanced processing. Sustained attention refers to the ability to maintain focus and alertness over time. Shifting refers to the ability to change focus of attention to suit one's goals and needs.

Research has focused on visual or auditory attention, although environmental stimuli are perceived through other modalities as well (i.e. touch, smell, taste). In addition, research has focused on attention to the external environment rather than to the internal environment (thoughts [Page 107]and emotions) since the internal environment is less amenable to objective and reliable methods of assessment (See Underwood, 1993).

Why is it Important to Assess Attention?

Attention is central to the ability to function perceptually, cognitively and socially. For that reason it is important to have basic scientific understanding of attention processes and the psychological and environmental conditions that govern the development of attention and its deployment under specific circumstances. With such knowledge in hand, one can design environments that promote optimal attention to important characteristics in those settings.

In addition, it is important to assess attention so as to map out individual differences in the development and use of attention. These differences are mostly in the normal range but may also include deficits that are quite marked as seen in children diagnosed with Attention Deficit Disorder or in adults diagnosed with schizophrenia, depression or substance abuse problems. The assessment of attention is important for parents and teachers who detect difficulties in a child's ability to focus attention and wish to have the child evaluated. Similarly, attention problems may be presented in adults who have suffered head injuries or stroke, and who would need to be evaluated to determine the seriousness of the deficits involved. Diagnosing such deficits is dependent on information about individual differences in attention and on the availability of appropriate assessment tools.

Assessment Methods

Methods have been developed for the assessment of specific aspects of attention, including selective attention, sustained attention, and shifting attention. These methods include performance tests, mapping brain activity during performance of tasks and, finally, rating scales. Table 1 lists commonly used performance tasks, the aspects of attention they assess and the contexts in which they are used (clinical or research). Additional information can be found in Barkley (1994). Other tests include Trenerry, Crosson and DeBoe's Visual Search and Attention Test (VSAT), Miller's California Computerized Assessment Package (CalCAP), Arthur, Barrett and Doverspike's Auditory Selective Attention Test (ASAT), and The Gordon Diagnostic System. Table 2 lists commonly used scales for rating attention.

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