Ann Morrison, Ph.D.

 Definition  Network of controls over brain performance, including mental energy, processing of incoming information, & regulation of output Source: All Kinds of Minds

 There are many different types of attention  People who have typical attention can apply the correct type of attention to various situations  People who struggle with attention have trouble applying the correct type of attention to a situation

Mental Energy Alertness Mental exertion Energy flow Sleep/arousal balance Processing Controls Saliency Determination Processing Depth-Detail Cognitive Activation Focal Maintenance Satisfaction Level Production Controls Previewing Self-monitoring Pacing Facilitation and inhibition All Kinds of Minds

Is a child’s poor attention the source of the problem or a manifestation of another problem?  Is a child’s poor attention due to inefficient neurobiology that impacts attention (frontal lobe issues) or is it a manifestation of another issue?  Examples could include: anxiety, distress, events, disinterest, etc.

 Alertness  Vigilance for intentional intake of information  Mental exertion  Energy allocation for cognitive work  Energy flow  Reliability of cognitive energy supply  Sleep/arousal imbalance  Regulation of sleep/wake cycles All Kinds of Minds

 Saliency Determination  Discrimination between more & less important inputs  Processing Depth-Detail  Intensity of focus for interpreting & storing incoming stimuli/information  Cognitive Activation  Using incoming information to trigger new ideas & connect with prior knowledge & experience  Focal Maintenance  Appropriately sustaining, transitioning, & dividing focus on incoming information  Satisfaction Level  Capacity to focus on activities or topics yielding only moderate or low levels of excitation; relative need for intense stimulation & gratification All Kinds of Minds

 Previewing  Anticipation of likely outcomes  Self-monitoring  Observing one’s own output & work  Pacing  Working or acting at a rate that is appropriate to the task, without rushing  Facilitation and inhibition  Appropriate response inhibition; consideration of options for action, suppression of ill-advised output prior to acting or starting a task All Kinds of Minds

 Take out a piece of scratch paper and something to write with  ady.html ady.html  I will put up two pages of words that are written in various colors  To yourself, say the names of the colors as accurately and quickly as you can  Note and record your time when you finish

 The Stroop task demonstrates the effect of interference in the reaction time of a task  In learning, the interaction between new skills or knowledge and existing skills or knowledge

 What are some school-based examples of interference that may slow learning for children?  What can teachers do to minimize interference?

 First trial: note whether number is greater or less than 5 (green)

 Second trial: note wither the number is odd or even (purple)

 Third trial: if the paper is purple, note whether it is odd or even, if the paper is green note whether it is greater or less than 5

 The speed and accuracy of alternating tasks 1 and 2 are slowed considerably compared to the speed and accuracy of performing tasks 1 and 2 sequentially

 What are classroom-based examples of task switching?  What can teachers do to reduce switch costs?