Научная электронная библиотека
Монографии, изданные в издательстве Российской Академии Естествознания
Attention
Attention is a concept studied in cognitive psychology that refers to how we actively process specific information present in our environment. As you are reading this, there are numerous sights, sounds and sensations going on around you – the pressure of your feet against the floor, the sight of the street out of a nearby window, the soft warmth of your shirt, the memory of a conversation you had earlier with a friend. How do we manage to experience all of these sensations and still focus on just one element of our environment?
According to psychologist and philosopher William James, attention “is the taking possession of the mind, in clear and vivid form, of one out of what may seem several simultaneously possible objects or trains of thoughts…It implies withdrawal from some things in order to deal effectively with others”.
Think of attention as a highlighter. As you read through a section of text in a book, the highlighted section stands out, causing you to focus your interest on that area. Attention allows you to “tune out” information, sensations and perceptions that are not relevant at the moment and instead focus your energy on the information that is important.
Selective Attention
In cognitive psychology there are at least two models which describe how visual attention operates. Generally speaking, visual attention is thought to operate as a two-stage process. In the first stage, attention is distributed uniformly over the external visual scene and processing of information is performed in parallel. In the second stage, attention is concentrated to a specific area of the visual scene (i.e. it is focused), and processing is performed in a serial fashion.
The first of these models to appear in the literature is the spotlight model. The term “spotlight” was inspired by the work of William James who described attention as having a focus, a margin, and a fringe. The focus is an area that extracts information from the visual scene with a high-resolution, the geometric center where visual attention is directed. Surrounding the focus is the fringe of attention which extracts information in a much more crude fashion (i.e. low-resolution). This fringe extends out to a specified area and this cut-off is called the margin.
The second model is called the zoom-lens model, and was first introduced in 1983. This model inherits all properties of the spotlight model (i.e. the focus, the fringe, and the margin) but has the added property of changing in size. This size-change mechanism was inspired by the zoom lens you might find on a camera, and any change in size can be described by a trade-off in the efficiency of processing. The zoom-lens of attention can be described in terms of an inverse trade-off between the size of focus and the efficiency of processing: because attentional resources are assumed to be fixed, then it follows that the larger the focus is, the slower processing will be of that region of the visual scene since this fixed resource will be distributed over a larger area. It is thought that the focus of attention can subtend a minimum of 1° of visual angle, however the maximum size has not yet been determined.
Bottom-Up vs Top-Down
Researchers have described two different aspects of how our minds come to attend to items present in the environment.
The first aspect is called bottom-up processing, also known as stimulus-driven attention or exogenous attention. These describe attentional processing which is driven by the properties of the objects themselves. Some processes, such as motion or a sudden loud noise, can attract our attention in a pre-conscious, or non-volitional way. We attend to them whether we want to or not. These aspects of attention are thought to involve parietal and temporal cortices, as well as the brainstem.
The second aspect is called top-down processing, also known as goal-driven, endogenous attention, attentional control or executive attention. This aspect of our attentional orienting is under the control of the person who is attending. It is mediated primarily by the frontal cortex and basal ganglia as one of the executive functions. Research has shown that it is related to other aspects of the executive functions, such as working memory and conflict resolution and inhibition.
Overt and covert attention
Attention may be differentiated according to its status as “overt” versus “covert”. Overt attention is the act of directing sense organs towards a stimulus source. Covert attention is the act of mentally focusing on one of several possible sensory stimuli. Covert attention is thought to be a neural process that enhances the signal from a particular part of the sensory panorama. (e.g. While reading, shifting overt attention would amount to movement of eyes to read different words, but covert attention shift would occur when you shift your focus from semantic processing of word to the font or color of the word you are reading.)
There are studies that suggest the mechanisms of overt and covert attention may not be as separate as previously believed. Though humans and primates can look in one direction but attend in another, there may be an underlying neural circuitry that links shifts in covert attention to plans to shift gaze. For example, if individuals attend to the right hand corner field of view, movement of the eyes in that direction may have to be actively suppressed.
The current view is that visual covert attention is a mechanism for quickly scanning the field of view for interesting locations. This shift in covert attention is linked to eye movement circuitry that sets up a slower saccade to that location.
Divided attention
Dividing attention between two (or more) sources is very difficult. For instance, people can’t easily listen to two simultaneous audio streams or view two overlapping videos while detecting target events in each, especially when the two sources are spatially separated. Sometimes two aspects of a single object can be attended to successfully, but if the two aspects characterize two spatially separated objects performance is worse in divided attention conditions (Bonnel & Prinzmetal, 1998). It is also easier to divide attention between information streams in two different sensory modalities, such as vision and hearing, but if the task is more difficult than simply detecting occasional stimuli in those channels performance is still worse than if attending to only one channel (e.g., Bonnel & Hafter, 1998). When the task is more difficult, only if the task in one modality, say typing by an expert typist, can be performed automatically can attention be divided without a performance decrement, and then only if the response modalities are similarly different (e.g., expert typist typing a text – visual/manual while making a verbal response whenever they hear their name in an auditory channel – auditory/verbal).