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Mon, 10/06/2008
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01 2007 by Robert Sylwester Many educators don't think of attention as a learned skill, but rather as a kind of purchased commodity (Pay attention class!). Attention is much more than that. Emotional arousal and attentional focus are requisite gateways to learning. It's impossible to learn something that we're not attending to, and why would we attend to something that we don't consider important? Further, many of the mental maladies that people confront throughout life, from an autistic beginning to an Alzheimer's ending, are attentional disorders at some level. Similarly, inattention leads to automobile accidents, classroom misbehavior, marital strife, and a whole lot more. The bottom line is that effective attention is central to a qualitative life. Recent dramatic advances in neuroimaging technology can observe and report the activity of cognitive systems and processes (such as attention) at levels beyond the imagination of earlier scientists. These new discoveries could transform educational policy and practice, but only if educators increase their understanding of our brain's organization and development.
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