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Fluid Attention in Education: Conceptual and Neurobiological Framework

Attention is indispensable to our learning, performance, relationships, health, and daily life, and yet laboratory studies of attention have only scratched the surface of these lived varieties of attention. In this article, we begin with William James' theory of derived involuntary attention, w...

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Autores principales: Bruya, Brian, Tang, Yi-Yuan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8506156/
https://www.ncbi.nlm.nih.gov/pubmed/34650472
http://dx.doi.org/10.3389/fpsyg.2021.704443
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author Bruya, Brian
Tang, Yi-Yuan
author_facet Bruya, Brian
Tang, Yi-Yuan
author_sort Bruya, Brian
collection PubMed
description Attention is indispensable to our learning, performance, relationships, health, and daily life, and yet laboratory studies of attention have only scratched the surface of these lived varieties of attention. In this article, we begin with William James' theory of derived involuntary attention, which has largely been ignored in laboratory research. We then show that there is a gap in our attention vocabulary and the theory that underpins it, which depend on an incomplete voluntary/involuntary dichotomy. The negative effects of this dichotomy stretch beyond laboratory research to clinical diagnosis, influencing how we understand so-called attention deficits. To fill the gap between voluntary and involuntary, we introduce a third kind of attention—fluid attention (also called postvoluntary attention), which is goal-directed and selective, like voluntary attention, but also effortless and drawn to its source, like involuntary attention. Fluid attention is a rediscovery of James' derived involuntary attention. A distinguishing feature of fluid attention is its motivational component, which, we show, neurophysiologically also reveals a gap in the neurocognitive literature on attention. Recognizing fluid attention as fundamentally motivational allows ADHD to be redefined as a motivational rather than an attentional deficit, which we go on to show has significant implications for both special and regular education.
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spelling pubmed-85061562021-10-13 Fluid Attention in Education: Conceptual and Neurobiological Framework Bruya, Brian Tang, Yi-Yuan Front Psychol Psychology Attention is indispensable to our learning, performance, relationships, health, and daily life, and yet laboratory studies of attention have only scratched the surface of these lived varieties of attention. In this article, we begin with William James' theory of derived involuntary attention, which has largely been ignored in laboratory research. We then show that there is a gap in our attention vocabulary and the theory that underpins it, which depend on an incomplete voluntary/involuntary dichotomy. The negative effects of this dichotomy stretch beyond laboratory research to clinical diagnosis, influencing how we understand so-called attention deficits. To fill the gap between voluntary and involuntary, we introduce a third kind of attention—fluid attention (also called postvoluntary attention), which is goal-directed and selective, like voluntary attention, but also effortless and drawn to its source, like involuntary attention. Fluid attention is a rediscovery of James' derived involuntary attention. A distinguishing feature of fluid attention is its motivational component, which, we show, neurophysiologically also reveals a gap in the neurocognitive literature on attention. Recognizing fluid attention as fundamentally motivational allows ADHD to be redefined as a motivational rather than an attentional deficit, which we go on to show has significant implications for both special and regular education. Frontiers Media S.A. 2021-09-28 /pmc/articles/PMC8506156/ /pubmed/34650472 http://dx.doi.org/10.3389/fpsyg.2021.704443 Text en Copyright © 2021 Bruya and Tang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Bruya, Brian
Tang, Yi-Yuan
Fluid Attention in Education: Conceptual and Neurobiological Framework
title Fluid Attention in Education: Conceptual and Neurobiological Framework
title_full Fluid Attention in Education: Conceptual and Neurobiological Framework
title_fullStr Fluid Attention in Education: Conceptual and Neurobiological Framework
title_full_unstemmed Fluid Attention in Education: Conceptual and Neurobiological Framework
title_short Fluid Attention in Education: Conceptual and Neurobiological Framework
title_sort fluid attention in education: conceptual and neurobiological framework
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8506156/
https://www.ncbi.nlm.nih.gov/pubmed/34650472
http://dx.doi.org/10.3389/fpsyg.2021.704443
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