On-Task Behavior As Measure of Attention

A ttention is a cognitive process that cannot be directly observed, only inferred. Focussed, attentive behavior, on the other hand, is directly observable and measurable. Consequently, while not identical to attention, attentive behavior is no doubt a vital precursor and/or component related to attention, and therefore an important measure of that mental process. Thus, the data collected by ClassicAttention© are considered operational measures of attention.

ClassicAttention© yields data related to the process of attention: Continuously monitoring and tracking various on- and off-task behaviors throughout a conditioning session, ClassicAttention calculates scores representing operational measures of different aspects of attentiveness: e.g. proportion of time spent in on- vs off-task behavior, number of on-task rewards required to maintain behavior, number of distracted responses, number of prompts required to return to on-task performance, etc.

In addition, changes in scores within and across sessions, as well as other statistical comparisons between current and previous sessions are also calculated and reported, identifying and characterizing important performance changes, e.g. learning trends and attentional improvement over time.

ClassicAttention© conditioning allows flexible session lengths that are user determined. Session beginnings and endings are announced with audio events: e.g. “Attention: your current Classic Attention session has now ended. Congratulations: you have achieved a new high score of 950, a performance improvement of 27%“.

ClassicAttention© keeps extensive records, maintaining a database of behavioral responses from all user sessions, efficiently and conveniently organized according to user-defined labels and categories. ClassicAttention© sets up student record profiles that are accessed via voice-activation, and which can be reported in any combination: “OK ClassicAttention! Display performance records for user, John Smith; start date January 2014, end date March 2014; report statistical trends.”

ClassicAttention© analytic results and data profiles are well suited to form at least part of the basis for student grades formation, or even used directly as report card behavioral components.