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It is the selective concentration on discrete information, either subjectively or objectively. William James (1890) wrote that "Attention is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. Focalization, concentration, of consciousness are of its ...
Concentrating on a task, one aspect of flow. Flow in positive psychology, also known colloquially as being in the zone or locked in, is the mental state in which a person performing some activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity.
In modern psychology, vigilance, also termed sustained concentration, is defined as the ability to maintain concentrated attention over prolonged periods of time. [1] During this time, the person attempts to detect the appearance of a particular target stimulus. The individual watches for a signal stimulus that may occur at an unknown time. [2]
Attentional control, commonly referred to as concentration, refers to an individual's capacity to choose what they pay attention to and what they ignore. [1] It is also known as endogenous attention or executive attention. In lay terms, attentional control can be described as an individual's ability to concentrate.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Transient attention is a short-term response to a stimulus that temporarily attracts or distracts attention. Researchers disagree on the exact amount of the human transient attention span, whereas selective sustained attention, also known as focused attention, is the level of attention that produces consistent results on a task over time.
Intrinsic cognitive load is the inherent level of difficulty associated with a specific instructional topic. The term was first used in the early 1990s by Chandler and Sweller. [ 18 ] According to them, all instructions have an inherent difficulty associated with them (e.g., the calculation of 2 + 2, versus solving a differential equation ).
Graves's emergent cyclical levels of existence (E-C theory or ECLET) is a theory of adult human development constructed from experimental data by Union College professor of psychology Clare W. Graves. It produces an open-ended series of levels, [1] and has been used as a basis for Spiral Dynamics [2] and other managerial and philosophical ...