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mw-list-item"><a href="https://az.wikipedia.org/wiki/Diqq%C9%99t_m%C3%BCdd%C9%99ti" title="Diqqət müddəti – Azerbaijani" lang="az" hreflang="az" data-title="Diqqət müddəti" data-language-autonym="Azərbaycanca" data-language-local-name="Azerbaijani" class="interlanguage-link-target"><span>Azərbaycanca</span></a></li><li class="interlanguage-link interwiki-bg mw-list-item"><a href="https://bg.wikipedia.org/wiki/%D0%9E%D0%B1%D0%B5%D0%BC_%D0%BD%D0%B0_%D0%B2%D0%BD%D0%B8%D0%BC%D0%B0%D0%BD%D0%B8%D0%B5%D1%82%D0%BE" title="Обем на вниманието – Bulgarian" lang="bg" hreflang="bg" data-title="Обем на вниманието" data-language-autonym="Български" data-language-local-name="Bulgarian" class="interlanguage-link-target"><span>Български</span></a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Intervalo_de_atenci%C3%B3n" title="Intervalo de atención – Spanish" lang="es" hreflang="es" data-title="Intervalo de atención" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target"><span>Español</span></a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%A8%D8%A7%D8%B2%D9%87_%D8%AA%D9%88%D8%AC%D9%87" title="بازه توجه – Persian" lang="fa" hreflang="fa" data-title="بازه توجه" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target"><span>فارسی</span></a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Capacit%C3%A9_d%27attention" title="Capacité d'attention – French" lang="fr" hreflang="fr" data-title="Capacité d'attention" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target"><span>Français</span></a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%98%D7%95%D7%95%D7%97_%D7%A7%D7%A9%D7%91" title="טווח קשב – Hebrew" lang="he" hreflang="he" 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data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">For the album by Bob Ostertag, Fred Frith and John Zorn, see <a href="/wiki/Attention_Span_(album)" title="Attention Span (album)">Attention Span (album)</a>.</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Attention_span.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/b/ba/Attention_span.jpg/220px-Attention_span.jpg" decoding="async" width="220" height="330" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/b/ba/Attention_span.jpg/330px-Attention_span.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/b/ba/Attention_span.jpg/440px-Attention_span.jpg 2x" data-file-width="1440" data-file-height="2160" /></a><figcaption>Child focusing on playing a game on the GameCube</figcaption></figure> <p><b>Attention span</b> is the amount of <a href="/wiki/Time" title="Time">time</a> spent <a href="/wiki/Attentional_control" title="Attentional control">concentrating</a> on a task before becoming <a href="/wiki/Distract" class="mw-redirect" title="Distract">distracted</a>.<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Distractibility occurs when attention is uncontrollably diverted to another activity or sensation.<sup id="cite_ref-:0_2-0" class="reference"><a href="#cite_note-:0-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> <i>Attention training</i> is said to be part of <a href="/wiki/Education" title="Education">education</a>, particularly in the way students are trained to remain focused on a topic of discussion for extended periods, developing listening and analytical skills in the process.<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="By_age">By age</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Attention_span&action=edit&section=1" title="Edit section: By age"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Measuring humans’ estimated attention span depends on what the attention is being used for. The terms “transient attention” and “selective sustained attention” are used to separate short term and focused attention. 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. Common estimates of the attention span of healthy teenagers and adults range 5 hours. This is possible because people can choose repeatedly to re-focus on the same thing.<sup id="cite_ref-Essential_4-0" class="reference"><a href="#cite_note-Essential-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> This ability to renew attention permits people to 'pay attention' to things that last for more than a few minutes, such as lengthy films. </p><p>Older children are capable of longer periods of attention than younger children.<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> </p><p>For time-on-task measurements, the type of activity used in the test affects the results, as people are generally capable of a longer attention span when they are doing something that they find enjoyable or <a href="/wiki/Motivation#Incentive_theories:_intrinsic_and_extrinsic_motivation" title="Motivation">intrinsically motivating</a>.<sup id="cite_ref-Essential_4-1" class="reference"><a href="#cite_note-Essential-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> Attention is also increased if the person is able to perform the task fluently, compared to a person who has difficulty performing the task, or to the same person when they are just learning the task. Fatigue, hunger, noise, and emotional stress reduce the time focused on the task. </p><p>A research study that consisted of 10,430 males and females ages 10 to 70 observed sustained attention time across a lifespan. The study required participants to use a cognitive testing website where data was gathered for seven months. The data collected from the study concluded that attention span is not one singular linear equation; at age 15 it is recorded that attention-span-related abilities diverge. Over the course of the study, collected evidence additionally found that, in humans, attention span is at its highest level when a person is in their early 40s, then gradually declines in old age.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Measurement">Measurement</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Attention_span&action=edit&section=2" title="Edit section: Measurement"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Many different tests on attention span have been used in different populations and in different times. Some tests measure short-term, focused attention abilities (which is typically below normal in people with <a href="/wiki/ADHD" class="mw-redirect" title="ADHD">ADHD</a>), and others provide information about how easily distracted the test-taker is (typically a significant problem in people with ADHD). Tests like the DeGangi's <i>Test of Attention in Infants</i> (TAI) and <a href="/wiki/Wechsler_Intelligence_Scale_for_Children" title="Wechsler Intelligence Scale for Children">Wechsler Intelligence Scale for Children</a>-IV (WISC-IV) are commonly used to assess attention-related issues in young children when interviews and observations are inadequate.<sup id="cite_ref-Lindsey_7-0" class="reference"><a href="#cite_note-Lindsey-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> Older tests, like the <a href="/wiki/Continuous_Performance_Test" class="mw-redirect" title="Continuous Performance Test">Continuous Performance Test</a> and the <a href="/wiki/Porteus_Maze_Test" class="mw-redirect" title="Porteus Maze Test">Porteus Maze Test</a>, have been rejected by some experts.<sup id="cite_ref-Lindsey_7-1" class="reference"><a href="#cite_note-Lindsey-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> These tests are typically criticized<sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Unsupported_attributions" title="Wikipedia:Manual of Style/Words to watch"><span title="The material near this tag may use weasel words or too-vague attribution. (October 2023)">by whom?</span></a></i>]</sup> as not actually measuring attention, being inappropriate for some populations, or not providing clinically useful information. </p><p>Variability in test scores can be produced by small changes in the testing environment.<sup id="cite_ref-Lindsey_7-2" class="reference"><a href="#cite_note-Lindsey-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> For example, test-takers will usually remain on task for longer periods of time if the examiner is visibly present in the room than if the examiner is absent. </p> <div class="mw-heading mw-heading2"><h2 id="Testing">Testing</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Attention_span&action=edit&section=3" title="Edit section: Testing"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In an early study of the influence of temperament on attention span, the mothers of 232 pairs of twins were interviewed periodically about the similarities and differences in behavior displayed by their twins during infancy and early childhood. The results showed that each of the behavioral variables (temper frequency, temper intensity, irritability, crying, and demanding attention) had a significant inverse relationship with attention span. In other words, the twin with longer attention span was better able to remain performing a particular activity without distraction, and was also the less temperamental twin.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p><p>One study of 2600 children found that early exposure to television (around age two) is associated with later attention problems such as inattention, impulsiveness, disorganization, and distractibility at age seven.<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> This <a href="/wiki/Correlation_does_not_prove_causation" class="mw-redirect" title="Correlation does not prove causation">correlational</a> study does not specify whether viewing television increases attention problems in children, or if children who are naturally prone to inattention are disproportionately attracted to the stimulation of television at young ages, or if there is some other factor, such as parenting skills, associated with this finding. </p><p>Another study examining the relations between children’s attention span-persistence in preschool and later academic achievements found that children’s age four attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age seven, adopted status, child vocabulary skills, gender, and maternal education level. For instance, children who enrolled in formal schooling without the ability to pay attention, remember instructions, and demonstrate self-control have more difficulty in elementary school and throughout high school.<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> </p><p>In another study involving 10,000 children (ages eight to 11), fluctuations in attention span were observed during the school day, with higher levels of attention in the afternoon and lower levels in the morning. The study also found that student awareness and productivity increased after a two-day weekend but substantially decreased after summer break.<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Attention_span&action=edit&section=4" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Attention" title="Attention">Attention</a></li> <li><a href="/wiki/Attention_deficit_hyperactivity_disorder" title="Attention deficit hyperactivity disorder">Attention deficit hyperactivity disorder</a> (ADHD)</li> <li><a href="/wiki/Attention_restoration_theory" title="Attention restoration theory">Attention restoration theory</a></li> <li><a href="/wiki/Attention_economy" title="Attention economy">Attention economy</a></li> <li><a href="/wiki/Flow_(psychology)" title="Flow (psychology)">Flow</a></li> <li><a href="/wiki/Hyperfocus" title="Hyperfocus">Hyperfocus</a></li> <li><a href="/wiki/Mindfulness_(psychology)" class="mw-redirect" title="Mindfulness (psychology)">Mindfulness</a></li> <li><a href="/wiki/Subliminal_stimuli" title="Subliminal stimuli">Subliminal stimuli</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Attention_span&action=edit&section=5" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-columns references-column-width reflist-columns-2"> <ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFBeger2018" class="citation book cs1">Beger R (2018). <i>Present-Day Corporate Communication: A Practice-Oriented, State-of-the-Art Guide</i>. Singapore: Springer. p. 18. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-981-13-0401-9" title="Special:BookSources/978-981-13-0401-9"><bdi>978-981-13-0401-9</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Present-Day+Corporate+Communication%3A+A+Practice-Oriented%2C+State-of-the-Art+Guide&rft.place=Singapore&rft.pages=18&rft.pub=Springer&rft.date=2018&rft.isbn=978-981-13-0401-9&rft.aulast=Beger&rft.aufirst=R&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAttention+span" class="Z3988"></span></span> </li> <li id="cite_note-:0-2"><span class="mw-cite-backlink"><b><a href="#cite_ref-:0_2-0">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSchaeferMillman1994" class="citation book cs1">Schaefer C, Millman H (1994). <i>How to Help Children with Common Problems</i>. Northvale, NJ: Jason Aronson Inc. p. 18. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-56821-272-2" title="Special:BookSources/978-1-56821-272-2"><bdi>978-1-56821-272-2</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=How+to+Help+Children+with+Common+Problems&rft.place=Northvale%2C+NJ&rft.pages=18&rft.pub=Jason+Aronson+Inc.&rft.date=1994&rft.isbn=978-1-56821-272-2&rft.aulast=Schaefer&rft.aufirst=C&rft.au=Millman%2C+H&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAttention+span" class="Z3988"></span></span> </li> <li id="cite_note-3"><span class="mw-cite-backlink"><b><a href="#cite_ref-3">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMaconie2007" class="citation book cs1">Maconie R (2007). <i>The Way of Music: Aural Training for the Internet Generation</i>. Lanham, MD: Scarecrow Press. p. 100. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-8108-5879-4" title="Special:BookSources/978-0-8108-5879-4"><bdi>978-0-8108-5879-4</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+Way+of+Music%3A+Aural+Training+for+the+Internet+Generation&rft.place=Lanham%2C+MD&rft.pages=100&rft.pub=Scarecrow+Press&rft.date=2007&rft.isbn=978-0-8108-5879-4&rft.aulast=Maconie&rft.aufirst=R&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAttention+span" class="Z3988"></span></span> </li> <li id="cite_note-Essential-4"><span class="mw-cite-backlink">^ <a href="#cite_ref-Essential_4-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Essential_4-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCornishDukette2009" class="citation book cs1">Cornish D, Dukette D (2009). <i>The Essential 20: Twenty Components of an Excellent Health Care Team</i>. 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Gallen, Courtney L.; Ziegler, David A.; Mishra, Jyoti; Marco, Elysa J.; Anguera, Joaquin A.; Gazzaley, Adam (2023). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10621754">"Quantifying attention span across the lifespan"</a>. <i>Frontiers in Cognition</i>. <b>2</b>. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://doi.org/10.3389%2Ffcogn.2023.1207428">10.3389/fcogn.2023.1207428</a></span>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2813-4532">2813-4532</a>. <a href="/wiki/PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10621754">10621754</a></span>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/37920687">37920687</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Frontiers+in+Cognition&rft.atitle=Quantifying+attention+span+across+the+lifespan&rft.volume=2&rft.date=2023&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC10621754%23id-name%3DPMC&rft.issn=2813-4532&rft_id=info%3Apmid%2F37920687&rft_id=info%3Adoi%2F10.3389%2Ffcogn.2023.1207428&rft.aulast=Simon&rft.aufirst=Alexander+J.&rft.au=Gallen%2C+Courtney+L.&rft.au=Ziegler%2C+David+A.&rft.au=Mishra%2C+Jyoti&rft.au=Marco%2C+Elysa+J.&rft.au=Anguera%2C+Joaquin+A.&rft.au=Gazzaley%2C+Adam&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC10621754&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAttention+span" class="Z3988"></span></span> </li> <li id="cite_note-6"><span class="mw-cite-backlink"><b><a href="#cite_ref-6">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFFortenbaughDeGutisGermineWilmer2015" class="citation journal cs1">Fortenbaugh FC, DeGutis J, Germine L, Wilmer JB, Grosso M, Russo K, Esterman M (September 2015). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4567490">"Sustained Attention Across the Life Span in a Sample of 10,000: Dissociating Ability and Strategy"</a>. <i>Psychological Science</i>. <b>26</b> (9): 1497–1510. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F0956797615594896">10.1177/0956797615594896</a>. <a href="/wiki/PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4567490">4567490</a></span>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/26253551">26253551</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Psychological+Science&rft.atitle=Sustained+Attention+Across+the+Life+Span+in+a+Sample+of+10%2C000%3A+Dissociating+Ability+and+Strategy&rft.volume=26&rft.issue=9&rft.pages=1497-1510&rft.date=2015-09&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC4567490%23id-name%3DPMC&rft_id=info%3Apmid%2F26253551&rft_id=info%3Adoi%2F10.1177%2F0956797615594896&rft.aulast=Fortenbaugh&rft.aufirst=FC&rft.au=DeGutis%2C+J&rft.au=Germine%2C+L&rft.au=Wilmer%2C+JB&rft.au=Grosso%2C+M&rft.au=Russo%2C+K&rft.au=Esterman%2C+M&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC4567490&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAttention+span" class="Z3988"></span></span> </li> <li id="cite_note-Lindsey-7"><span class="mw-cite-backlink">^ <a href="#cite_ref-Lindsey_7-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Lindsey_7-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-Lindsey_7-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBanhatti2004" class="citation book cs1">Banhatti R (2004). "Attention and Mental Health". In Dwivedi KN, Harper PB (eds.). <i>Promoting The Emotional Well-being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook</i>. 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(April 1999). <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/10230480">"[Evaluation of the attention span of 10,000 school children 8-11 years of age]"</a>. <i>Archives de Pédiatrie</i>. <b>6</b> (4): 406–415. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fs0929-693x%2899%2980222-x">10.1016/s0929-693x(99)80222-x</a>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0929-693X">0929-693X</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/10230480">10230480</a>.</cite><span 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href="/wiki/Evolutionary_psychology" title="Evolutionary psychology">Evolutionary psychology</a> <ul><li><a href="/wiki/Behavioral_modernity" title="Behavioral modernity">Behavioral modernity</a></li> <li><a href="/wiki/Evolution_of_cognition" title="Evolution of cognition">Cognition</a></li> <li><a href="/wiki/Evolutionary_mismatch" title="Evolutionary mismatch">Mismatch</a></li></ul></li> <li><a href="/wiki/Media_psychology" title="Media psychology">Media psychology</a></li> <li><a href="/wiki/Media_studies" title="Media studies">Media studies</a></li> <li><a href="/wiki/Social_psychology" title="Social psychology">Social psychology</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Media practices</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Betteridge%27s_law_of_headlines" title="Betteridge's law of headlines">Betteridge's law of headlines</a></li> <li><a href="/wiki/Gatekeeping_(communication)" title="Gatekeeping (communication)">Gatekeeping</a></li> <li><a href="/wiki/Infotainment" title="Infotainment">Infotainment</a> <ul><li><a href="/wiki/Human-interest_story" title="Human-interest story">Human-interest story</a></li> <li><a href="/wiki/Junk_food_news" title="Junk food news">Junk food news</a></li> <li><a href="/wiki/Least_objectionable_program" title="Least objectionable program">Least objectionable program</a></li> <li><a href="/wiki/Soft_media" title="Soft media">Soft media</a></li></ul></li> <li><a href="/wiki/Media_bias" title="Media bias">Media bias</a></li> <li><a href="/wiki/Media_manipulation" title="Media manipulation">Media manipulation</a> <ul><li><a href="/wiki/Pink-slime_journalism" title="Pink-slime journalism">Pink-slime journalism</a></li> <li><a href="/wiki/Propaganda" title="Propaganda">Propaganda</a></li> <li><a href="/wiki/Public_relations" title="Public relations">Public relations</a></li></ul></li> <li><a href="/wiki/Missing_white_woman_syndrome" title="Missing white woman syndrome">Missing white woman syndrome</a></li> <li><a href="/wiki/News_values" title="News values">News values</a></li> <li><a href="/wiki/Sensationalism" title="Sensationalism">Sensationalism</a> <ul><li><a href="/wiki/Hot_take" title="Hot take">Hot take</a></li></ul></li> <li><a href="/wiki/Spike_(journalism)" title="Spike (journalism)">Spiking</a></li> <li><a href="/wiki/Tabloid_television" title="Tabloid television">Tabloid television</a></li> <li><a href="/wiki/Yellow_journalism" title="Yellow journalism">Yellow journalism</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Attention" title="Attention">Attention</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Attention_economy" title="Attention economy">Attention economy</a></li> <li><a href="/wiki/Attention_inequality" title="Attention inequality">Attention inequality</a></li> <li><a href="/wiki/Attention_management" title="Attention management">Attention management</a></li> <li><a class="mw-selflink selflink">Attention span</a></li> <li><a href="/wiki/Chumbox" title="Chumbox">Chumbox</a></li> <li><a href="/wiki/Clickbait" title="Clickbait">Clickbait</a></li> <li><a href="/wiki/Cognitive_miser" title="Cognitive miser">Cognitive miser</a> <ul><li><a href="/wiki/Low_information_voter" title="Low information voter">Low information voter</a></li></ul></li> <li><a href="/wiki/Digital_zombie" title="Digital zombie">Digital zombie</a> <ul><li><a href="/wiki/Phubbing" title="Phubbing">Phubbing</a></li></ul></li> <li><a href="/wiki/Doomscrolling" title="Doomscrolling">Doomscrolling</a></li> <li><a href="/wiki/Human_multitasking" title="Human multitasking">Human multitasking</a> <ul><li><a href="/wiki/Media_multitasking" title="Media multitasking">Media multitasking</a></li> <li><a href="/wiki/Mobile_phones_and_driving_safety" title="Mobile phones and driving safety">Mobile phones and driving safety</a></li> <li><a href="/wiki/Smartphones_and_pedestrian_safety" title="Smartphones and pedestrian safety">Smartphones and pedestrian safety</a></li> <li><a href="/wiki/Texting_while_driving" title="Texting while driving">Texting while driving</a></li></ul></li> <li><a href="/wiki/Influence-for-hire" title="Influence-for-hire">Influence-for-hire</a></li> <li><a href="/wiki/Infodemic" title="Infodemic">Infodemic</a></li> <li><a href="/wiki/Information_explosion" title="Information explosion">Information explosion</a></li> <li><a href="/wiki/Information_overload" title="Information overload">Information overload</a></li> <li><a href="/wiki/Information_pollution" title="Information pollution">Information pollution</a></li> <li><a href="/wiki/Information%E2%80%93action_ratio" title="Information–action ratio">Information–action ratio</a></li> <li><a href="/wiki/Rage_farming" class="mw-redirect" title="Rage farming">Rage farming</a></li> <li><a href="/wiki/Screen_time" title="Screen time">Screen time</a> <ul><li><a href="/wiki/Binge-watching" title="Binge-watching">Binge-watching</a></li> <li><a href="/wiki/Television_consumption" title="Television consumption">Television consumption</a></li></ul></li> <li><a href="/wiki/Sticky_content" title="Sticky content">Sticky content</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Cognitive_bias" title="Cognitive bias">Cognitive bias</a>/<br /><a href="/wiki/Conformity" title="Conformity">Conformity</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Availability_cascade" title="Availability cascade">Availability cascade</a></li> <li><a href="/wiki/Availability_heuristic" title="Availability heuristic">Availability heuristic</a></li> <li><a href="/wiki/Bandwagon_effect" title="Bandwagon effect">Bandwagon effect</a></li> <li><a href="/wiki/Confirmation_bias" title="Confirmation bias">Confirmation bias</a></li> <li><a href="/wiki/Crowd_psychology" title="Crowd psychology">Crowd psychology</a> <ul><li><a href="/wiki/Mobbing" title="Mobbing">Mobbing</a></li> <li><a href="/wiki/Moral_panic" title="Moral panic">Moral panic</a></li></ul></li> <li><a href="/wiki/Mean_world_syndrome" title="Mean world syndrome">Mean world syndrome</a></li> <li><a href="/wiki/Negativity_bias" title="Negativity bias">Negativity bias</a></li> <li><a href="/wiki/Peer_pressure" title="Peer pressure">Peer pressure</a></li> <li><a href="/wiki/Social-desirability_bias" title="Social-desirability bias">Social-desirability bias</a></li> <li><a href="/wiki/Social_influence_bias" title="Social influence bias">Social influence bias</a></li> <li><a href="/wiki/Spiral_of_silence" title="Spiral of silence">Spiral of silence</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Digital_divide" title="Digital divide">Digital divide</a>/<br /><a href="/wiki/Political_polarization" title="Political polarization">Political polarization</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Algorithmic_radicalization" title="Algorithmic radicalization">Algorithmic radicalization</a> <ul><li><a href="/wiki/Online_youth_radicalization" title="Online youth radicalization">Youth</a></li></ul></li> <li><a href="/wiki/Echo_chamber_(media)" title="Echo chamber (media)">Echo chamber</a></li> <li><a href="/wiki/Fake_news_website" title="Fake news website">Fake news website</a> <ul><li><a href="/wiki/Post-truth_politics" title="Post-truth politics">Post-truth politics</a></li> <li><a href="/wiki/Fake_news_websites_in_the_United_States" title="Fake news websites in the United States">United States</a></li></ul></li> <li><a href="/wiki/Filter_bubble" title="Filter bubble">Filter bubble</a></li> <li><a href="/wiki/Knowledge_divide" title="Knowledge divide">Knowledge divide</a></li> <li><a href="/wiki/Knowledge_gap_hypothesis" title="Knowledge gap hypothesis">Knowledge gap hypothesis</a></li> <li><a href="/wiki/Political_polarization_in_the_United_States" title="Political polarization in the United States">Political polarization in the United States</a></li> <li><a href="/wiki/Social_media_use_in_politics" title="Social media use in politics">Social media use in politics</a> <ul><li><a href="/wiki/Social_media_and_political_communication_in_the_United_States" title="Social media and political communication in the United States">United States</a></li> <li><a href="/wiki/Social_media_in_the_2016_United_States_presidential_election" title="Social media in the 2016 United States presidential election">2016 U.S. presidential election</a></li> <li><a href="/wiki/Social_media_in_the_2020_United_States_presidential_election" title="Social media in the 2020 United States presidential election">2020 U.S. presidential election</a></li></ul></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Related topics</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Computer_rage" title="Computer rage">Computer rage</a></li> <li><a href="/wiki/Criticism_of_Facebook" title="Criticism of Facebook">Criticism of Facebook</a> <ul><li><a href="/wiki/2021_Facebook_leak" title="2021 Facebook leak">2021 Facebook company files leak</a></li> <li><a href="/wiki/Facebook%E2%80%93Cambridge_Analytica_data_scandal" title="Facebook–Cambridge Analytica data scandal">Facebook–Cambridge Analytica data scandal</a></li></ul></li> <li><a href="/wiki/Criticism_of_Netflix" title="Criticism of Netflix">Criticism of Netflix</a></li> <li><a href="/wiki/Cultural_impact_of_TikTok" title="Cultural impact of TikTok">Cultural impact of TikTok</a></li> <li><a href="/wiki/Digital_media_use_and_mental_health" title="Digital media use and mental health">Digital media use and mental health</a></li> <li><a href="/wiki/Effects_of_violence_in_mass_media" title="Effects of violence in mass media">Effects of violence in mass media</a></li> <li><a href="/wiki/Fascination_with_death" title="Fascination with death">Fascination with death</a></li> <li><a href="/wiki/Griefer" title="Griefer">Griefer</a></li> <li><a href="/wiki/Mass_shooting_contagion" title="Mass shooting contagion">Mass shooting contagion</a></li> <li><a href="/wiki/Psychological_effects_of_Internet_use" title="Psychological effects of Internet use">Psychological effects of Internet use</a></li> <li><a href="/wiki/Sealioning" title="Sealioning">Sealioning</a></li> <li><a href="/wiki/Social_aspects_of_television" title="Social aspects of television">Social aspects of television</a></li> <li><a href="/wiki/Social_bot" title="Social bot">Social bot</a></li> <li><a href="/wiki/Social_impact_of_YouTube" title="Social impact of YouTube">Social impact of YouTube</a></li> <li><a href="/wiki/Technophilia" title="Technophilia">Technophilia</a> <ul><li><a href="/wiki/Neophile" title="Neophile">Neophile</a></li></ul></li> <li><a href="/wiki/Technophobia" title="Technophobia">Technophobia</a></li> <li><a href="/wiki/Violence_and_video_games" title="Violence and video games">Violence and video games</a></li></ul> </div></td></tr></tbody></table></div>    </div><noscript><img src="https://login.wikimedia.org/wiki/Special:CentralAutoLogin/start?type=1x1" alt="" width="1" height="1" style="border: none; position: absolute;"></noscript> <div class="printfooter" data-nosnippet="">Retrieved from "<a dir="ltr" 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