Synonyms
Attention process training; Direct attention training; Process training
Definition
Attention training is based on the premise that attentional abilities can be improved by activating particular aspects of attention through a stimulus drill approach. The repeated stimulation of attentional systems via graded attention exercises is hypothesized to facilitate changes in attentional functioning. Most attention training programs assume that aspects of cognition can be isolated and discretely targeted with training exercises.
Current Knowledge
The aspects of attention that are trained vary widely among interventions and frequently depend upon a theoretical model of attention. Attention models, regardless of their operational framework, appear to include functions related to sustaining attention over time (vigilance), capacity for information, shifting attention, speed of processing, and screening out distractions. Some attention efficacy studies evaluate attention interventions that...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References and Readings
Butler, R. W., Copeland, D. R., Fairclough, D. L., Mulhern, R. K., Katz, E. R., Kazak, A. E., et al. (2008). A multicenter, randomized clinical trial of a cognitive remediation program for childhood survivors of a pediatric malignancy. Journal of Consulting and Clinical Psychology, 76(3), 367–378.
Cicerone, K. D., Dahlberg, C., Kamar, K., Langenbahn, D. M., Malec, J. F., Bergquist, T. F., et al. (2000). Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine & Rehabilitation, 81, 316–321.
Galbiati, S., Recla, M., & Pastore, V. (2009). Attention remediation following traumatic brain injury in childhood and adolescence. Neuropsychology, 23(1), 40–49.
Hopfinger, J. (2017). Introduction to special issue: Attention and plasticity. Cognitive Neuroscience, 8, 69–71.
Knowles, M., Foden, P., El-Deredy, W., & Wells, A. (2016). A systematic review of efficacy of the attention training technique in clinical and nonclinical samples. Journal of Clinical Psychology, 72, 999–1025.
Park, N. W., & Ingles, J. L. (2001). Effectiveness of attention rehabilitation after acquired brain injury: A meta-analysis. Neuropsychology, 15, 199–210.
Park, N. W., Proulx, G., & Towers, W. M. (1999). Evaluation of the attention process training programme. Neuropsychological Rehabilitation, 9, 135–154.
Sohlberg, M. M., McLaughlin, K. A., Pavese, A., Heidrich, A., & Posner, M. (2001). Evaluation of attention process training and brain injury education in persons with acquired brain injury. Journal of Clinical and Experimental Neuropsychology, 22, 656–676.
Sohlberg, M. M., Avery, J., Kennedy, M., Ylvisaker, M., Coelho, C., Turkstra, L., & Yorkston, K. (2003). Practice guidelines for direct attention training. Journal of Medical Speech Language Pathology, 11(3), 19–39.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this entry
Cite this entry
Sohlberg, M.M. (2018). Attention Training. In: Kreutzer, J.S., DeLuca, J., Caplan, B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, Cham. https://doi.org/10.1007/978-3-319-57111-9_1080
Download citation
DOI: https://doi.org/10.1007/978-3-319-57111-9_1080
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-57110-2
Online ISBN: 978-3-319-57111-9
eBook Packages: Behavioral Science and PsychologyReference Module Humanities and Social SciencesReference Module Business, Economics and Social Sciences