Attention and alertness

William B. Svoboda

doi:10.1017/CBO9780511545092.020

18 - Attention and alertness

from Part II - Learning problems

Published online by Cambridge University Press: 26 October 2009

William B. Svoboda

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Summary

Learning is dependent on three closely interrelated brain foundations: attention, memory system, and executive functioning. If one of these fundamentals fails, learning often falters. Up to 60% of children seen in an epilepsy clinic may have attention deficits (Williams et al., 1992).

Attention

Alertness may be impaired in epilepsy (Stores, 1987), unrelated to the seizure type or EEG abnormality (Bruhn-Parsons & Parsons, 1977; Aldenkamp et al., 1993). Approaches to tasks are similar but the search time is prolonged. More specific deficits may modify this, according to the seizure type, frequency, type of EEG abnormality, and onset age (Aldenkamp et al., 1990). Impaired attention may contribute to decreased academic performance regardless of the seizure type, gender, and duration of the epilepsy (Williams et al., 2000).

What is attention?

The most important question is what is meant by an attention problem? Attention, concentration, alertness, arousal, and other related terms signify different abilities. Attention refers to a general state of arousal, selection, concentration, vigilance, search time, and the triad of alertness, selectivity, and processing (Stores et al., 1978).

Attention can refer to both divided attention and focused attention. A divided attention deficit means that the individual cannot handle multiple inputs. A focused attention deficit means that the child incorporates irrelevant stimuli into the thought process even when the object of attention is known.

Attention can also refer to both immediate attention and sustained attention. Immediate attention is the act of being attracted to a stimulus.

Type: Chapter
Information: Childhood Epilepsy
Language, Learning and Behavioural Complications
, pp. 268 - 288

DOI: https://doi.org/10.1017/CBO9780511545092.020 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2004

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