Introduction

🤓 I would like to start this article by mentioning a well-known phrase used in the area of neuropsychological processes: “without attention, there is no learning.” This is why I aim to educate the public about the scientific bases that support this principle. First, I would like to begin with the definition of attention and concentration, terms defined as the ability to direct attention specifically and stably over time to stimuli that are relevant for efficiently completing a task, and likewise, having the ability to quickly and accurately inhibit or ignore irrelevant stimuli (Brickenkamp et al., 2022).

Relationship between Attention and Motivation

✍️ It is important to mention that closely related to attention is motivation, a process that is associated with a positive internal attitude that drives people to take action and shows interest in new knowledge, skills, abilities, and defined purposes (Armas, 2019).

🤔 Surely you are wondering why the study of motivation is relevant alongside that of attention? A clear example of this could be neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), given that scientific studies like those of Smith and Langberg (2018) concluded that out of a total of 19 studies related to motivation deficits in the ADHD population, at least in 13 studies it was found that this population shows significantly lower levels of motivation compared to other typically developing youth. This is particularly important since low levels of motivation often lead to a decline in academic skills (Lee and Zentall 2015).

Importance of Attention

👀 It is worth highlighting that we use attention not only in academic skills but also in processes related to our own safety (such as crossing a street, for example), social communication, daily activities like brushing our teeth, getting dressed, or preparing our own meals. This infers that attention is a cognitive function that directly interferes generally with our mental health (Esterman and Rothlein, 2019).

Functional Classification of Attention

⭐️ Returning to the main topic of attention, I would like to share the functional classification of it from the model of Sholberg and Mateer (1989, 2001).

  • Arousal: is a term used as a synonym for activation level, level of consciousness, and the level of alertness manifested by the person (González and Fernández, 2019). In short, impairments in the level of consciousness can manifest as recurrent drowsiness, consequently affecting task performance and learning.
  • Focused attention: consists of focusing attention on specific stimuli, whether visual, auditory, or tactile. For example, some people find it difficult to maintain attention on certain stimuli, leading them to abandon the task much sooner than they started.
  • Sustained attention: refers to the ability to execute a stable attentional response over a period of time that can be prolonged (Brickenkamp et al., 2022).
  • Selective attention: is what allows us to process relevant information and simultaneously have the ability to suppress irrelevant stimuli (Ballesteros, 2014). An example could be a child who needs to transcribe information from the board to their notebook (relevant stimulus), but is simultaneously attending to the classroom door because two teachers are conversing outside (irrelevant stimulus).
  • Alternating attention: consists of the ability to shift the focus of attention between simultaneous activities. An example can be having the flexibility to change the focus of attention when instructed to do so.
  • Divided attention: consists of the ability to attend to more than one stimulus simultaneously within a specified period of time. It is worth mentioning that although humans have some capacity to attend to two stimuli simultaneously, our brain's attention system is not designed to perform optimally under this modality (Tokuhama, 2018). Related to divided attention, you might be wondering how those who drive and can send text messages at the same time do it? It is valuable to say that activities we are already accustomed to, such as driving, walking, or showering, require low cognitive load, which is why our brain uses working memory and habituation to tasks to compensate for the attention required to perform both activities.

From the previous model proposed by the authors Sholberg and Mateer, it is important to mention that it follows a hierarchical order. This means that it goes from the most basic process (arousal) to the most complex (divided attention); however, it is inferred that if any of the basic processes are affected, it will result in impairments in the underlying attentional processes (Brickenkamp et al., 2022).

Alert Signs in Attentional Processes

In cases where there is suspicion of difficulties in attentional processes, there are some alert signs that could indicate the need for a neuropsychological evaluation. Some of these indicators are (APA, 2013):

  • It is common to find difficulties in the accuracy and efficiency of tasks performed. This may be accompanied by frequent errors.
  • Difficulties in maintaining attention in everyday and recreational activities, such as maintaining a conversation, reading, writing, playing board games, etc.
  • When spoken to, they seem not to pay attention. This manifests as a feeling that the person has their mind elsewhere.
  • Difficulties in prioritizing and organizing.
  • Tendency to lose things unnecessarily, such as school materials, work papers, accessories, or technological equipment (cell phones, chargers, headphones, etc.).

Neuropsychological Evaluation

In the neuropsychological evaluation, it is essential to apply standardized tests that help to better enhance attentional processes. Some of the most commonly used tests are:

  • e-ADHD (Fenollar-Cortés, 2020): is a standardized questionnaire format test that can be applied to parent informants and school informants. This allows for gathering information from various informants, which helps to have a reliable record in two different contexts (home and school) about traits usually associated with ADHD (emotional management, fine motor coordination, executive functions, time management, academic performance, and quality of life).
  • D2-R Attention Test (Brickenkamp et al., 2022): is considered a selective attention and concentrated attention test. Why? First, the patient must detect among various stimuli those that are relevant and ignore those that are not. Likewise, it is also considered a concentrated attention test since the patient must maintain attention on the stimulus for a specified time.
  • WISC-IV (Wechsler, 2007): Although it is an intelligence test, it is a test that during its development allows quantifying the span of attention, that is, the set of numbers or letters that we are capable of repeating immediately after receiving certain information. Other tests like letters and numbers help quantify alternating attention (repeating the numbers and letters and simultaneously ordering them in a specific order as mentioned).

References

  • Ballesteros, Soledad (2014): Selective attention modulates information processing and implicit memory. Acción Psicológica, 11(1), 7-20.
  • Brickenkamp, R., Schmidt-Atzert, L. and Liepmann, D. (2022): D2-R. Attention Test – Revised (B. Ruiz-Fernández, adapter). Hogrefe TEA Ediciones.
  • Esterman M. and Rothlein D. (2019): Models of sustained attention. Current Opinion in Psychology https://doi.org/10.1016/j.copsyc.2019.03.005
  • González Huertas, C., & Fernández Company, J. F. (2019): A proposal for intervention through music therapy to optimize arousal levels in children with ASD. Journal of Research in Music Therapy, 2, 47. https://doi.org/10.15366/rim2018.2.004
  • Fenollar-Cortés, J. (2020): e-ADHD. ADHD Detection Scale and Associated Difficulties. Madrid: TEA Ediciones.
  • Lee, J., & Zentall, S. S. (2015): Reading motivation and later reading achievement for students with reading disabilities and comparison groups (ADHD and typical): A 3-year longitudinal study. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2015.11.001.
  • Smith, Z. R., & Langberg, J. M. (2018): Review of the evidence for motivation deficits in youth with ADHD and their association with functional outcomes. Clinical Child and Family Psychology Review, 21(4), 500-526.
  • Wechsler, D. (2007): WISC-IV: Wechsler Intelligence Scale for Children-IV: Technical manual. Mexico City: El Manual Moderno.