There are various types of attention, each with a diverse set of responsibilities. Selective, Sustained, Divided, and Alternating attention are the four most common types that can either obstruct or enhance a student’s learning.


  • Selective Attention consists of the ability to concentrate on a specific task without being distracted. A student with deficits in selective attention has difficulty focusing because of distractions going on around them or within there own thought. The part of the brain known as the Reticular Activating System is responsible to filter what is relevant and what is not, but does not always perform efficiently for everyone.


  • Sustained Attention on the other hand does not necessarily involve distractions but refers to maintaining attention to a task for a prolonged/sustained period of time despite the task being boring, repetitive, or requiring a student to wait ‘long’ before anything stimulating happens. Students with weak sustained attention are ready to move on to something new almost instantly.


  • Divided Attention consists of the ability to divide one’s attention between two or more tasks. It is commonly referred to as ‘multi-tasking’. Listening to the teacher while taking notes can be difficult for students with weak divided attention.


  • Alternating Attention refers to the ability to shift from one task to another with ease, such as when a teacher requests that students put away their math book and begin reading their literature.


As if this were not complex enough, these four types of attention exist within the auditory and visual domains.


The presence of these four distinct attention processes within the brain has important educational and clinical implications. It suggests that sufficient functioning in one area of attention does not automatically denote good performance in all other areas of attention. In fact a student’s overall attention is only as strong as its weakest link. A student can have good selective attention, thereby giving the impression that they can focus well, but yet they may have poor divided or sustained attention since divided and sustained attention are a heavier work load; they require more brain power. This is why, much like muscles that work collaboratively to create movement any lasting and real growth in attention requires strengthening a student’s brain power across all areas of attention.


LIFT BRAIN TRAINING for ATTENTION is distinguished by its ability to compel the brain to form new neural connections in the pathways of the brain responsible for all the varieties of attention; Selective, Sustained, Divided, and Alternating, in both the visual and auditory domains.


Unlike psychotropic medication frequently used as a band-aid approach to attention deficits, LIFT BRAIN TRAINING for ATTENTION creates neural connections in the pathways of the brain responsible for attention, without any negative side effects.


Distracters are purposely added in every session to train the brain to disregard distractions found and literally hone in on the task at hand. Multiple challenging mental activities are completed concurrently in order to enhance multi-tasking. The end result is an ability to focus significantly better in the classroom on visual and auditory tasks regardless of distractions. When strengthened these same attention processes help improve the student’s performance and leverage their potential.

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