Fluid Attention in Education: Conceptual and Neurobiological Framework.
Fluid Attention in Education: Conceptual and Neurobiological Framework.
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DOI：
10.3389/fpsyg.2021.704443
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发表时间：
2021
影响因子：
3.8
通讯作者：
Tang YY
中科院分区：
文献类型：
--
作者：
Bruya B;Tang YY
注意力对我们的学习、表现、人际关系、健康和日常生活都是不可或缺的，然而，对注意力的实验室研究只触及了这些活生生的注意力种类的表面。在本文中，我们从威廉·詹姆斯的衍生非自愿注意理论开始，这一理论在实验室研究中很大程度上被忽视了。然后我们表明，在我们的注意力词汇和支持它的理论中存在一个缺口，这取决于不完全的自愿/非自愿二分法。这种二分法的负面影响从实验室研究延伸到临床诊断，影响了我们如何理解所谓的注意力缺陷。为了填补自愿和非自愿之间的空白，我们引入了第三种注意——流动注意（也称为后自愿注意），它是目标导向的和选择性的，就像自愿注意一样，但也不费力，像非自愿注意一样，被吸引到它的源头。流动注意力是对詹姆斯衍生的非自愿注意力的重新发现。流体注意力的一个显著特征是它的动机成分，我们表明，这在神经生理学上也揭示了关于注意力的神经认知文献的空白。认识到流动注意力从根本上是动机性的，可以将ADHD重新定义为动机性的，而不是注意力缺陷，这对特殊教育和常规教育都有重要意义。
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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