In conclusion about attention, we must always remember that whims, pampering, hooliganism are children’s desperate attempts to attract our attention, to talk about their needs for love and safety. This is another opportunity for parents to look beyond the solution

Introduction

The relevance of the topic is due to the fact that the psychology of attention is one of the classical areas of psychology. It was studied by N. N. Lange, P. Ya. Galperin, N. F. Dobrynin and many others. Her arsenal has accumulated a large number of ways to research and diagnose different sides attention, lots of general recommendations and specific techniques for active development children's attention of different ages and adults. attention physiological concentration

A certain difficulty that confronts a person who wants to understand the psychology of attention is that, on the one hand, the answer to the question of what attention, attentiveness and inattention are, is known at a practical, everyday level not only by any adult, but also by almost every child. On the other hand, attention is a very complex section of psychological knowledge, which has recently attracted increasing interest among psychologists and gives rise to complex and ambiguous theories of explanation.

The problem of attention is often considered only in connection with other mental functions: memory, thinking, imagination, perception. Indeed, manifestations of attention cannot be seen separately from them, in pure form. Therefore, in many psychology textbooks, attention is interpreted as a kind of secondary, auxiliary mental function. Without attention as the ability to actively focus on one thing, the main thing, throwing away everything random, in this moment unnecessary, life is impossible.

The concept of attention in psychology

Attention is the direction and concentration of our consciousness on a specific object. The object of attention can be anything - objects and their properties, phenomena, relationships, actions, thoughts, feelings of other people and your own inner world.

Attention is not an independent mental function; it cannot be observed by itself. This is a special form mental activity person, and it is included as a necessary component in all types of mental processes. Attention is always a characteristic of some mental process: perception, when we listen, examine, sniff, trying to distinguish some visual or sound image, smell; thinking when we solve some problem; memory, when we remember or try to remember something specific; imagination, when we try to clearly imagine something. Thus, attention is a person’s ability to choose what is important for himself and focus his perception, thinking, remembering, imagination, etc. on it.

Attention -- necessary condition high-quality performance of any activity. It performs a control function and is especially necessary during learning, when a person encounters new knowledge, objects, and phenomena.

Both schoolchildren and students, no matter how talented or capable they are, will always have gaps in knowledge if their attention is not sufficiently developed and they are often inattentive or absent-minded in class. Attention largely determines the course and results of educational work.

The physiological basis of attention is made up of orienting-exploratory reflexes, which are caused by new stimuli or unexpected changes in the situation. I. P. Pavlov called them “what is it?” reflexes. He wrote: “Every minute every new stimulus that falls on us causes a corresponding movement on our part in order to become better and more fully aware of this stimulus.

Types of attention

Attention can be involuntary (unintentional) and voluntary (intentional). The term “arbitrary” is formed not from the word “arbitrariness”, but from the word “will”, meaning will, desire. Involuntary attention does not depend on our desire, nor on our will or intentions. It happens, arises as if by itself, without any effort on our part.

What can attract involuntary attention? There are a lot of such objects and phenomena; they can be divided into two groups.

Firstly, this is everything that attracts attention with its external properties:

Bright light phenomena(lightning, colorful advertising, lights suddenly turned on or off);

Unexpected taste sensations(bitterness, acidity, unfamiliar taste);

Something new (a dress from a friend, a car of an unknown brand passing by, a changed expression on the face of the person you just talked to, etc.);

Objects and phenomena that evoke surprise, admiration, delight in a person (paintings by artists, music, various manifestations of nature: sunset or sunrise, picturesque banks of a river, a gentle calm or a menacing storm at sea, etc.), while many aspects of reality seem to fall out of his field of attention.

Secondly, everything that is interesting and important for this person. For example, we look interesting film or a TV show, and all our attention is directed to the screen. An ordinary person will not pay attention to any traces in the forest, but the attention of a hunter or tracker will be literally absorbed by these traces, and the attention of a mushroom picker will be directed to the mushrooms.

A book on dog breeding will attract the involuntary attention of a dog handler (a person who professionally breeds dogs), but the same book will be uninteresting and will not attract the attention of a person who is indifferent to dogs.

Most often, what is interesting for a person is what is connected with his main, favorite activities in life, with the thing that is important to him.

Involuntary attention can also be caused by the internal state of the body. A person experiencing a feeling of hunger cannot help but pay attention to the smell of food, the clinking of dishes, the sight of a plate of food.

When it comes to involuntary attention, we can say that it is not we who pay attention to certain objects, but they themselves capture our attention. But sometimes, and quite often, you have to make an effort to break away from interesting book or another activity and start doing something different, deliberately switching your attention to another object. Here we are already dealing with voluntary (intentional) attention, when a person sets a goal for himself and makes efforts to achieve it. In other words, a person has certain intentions, and he tries (himself, of his own free will) to realize them. Conscious purpose, intention is always expressed in words.

The ability to voluntarily direct and maintain attention developed in a person in the process of work, since without this it is impossible to carry out long-term and systematic work activities.

Performance educational activities presents high requirements to the level of development of voluntary attention. A number of conditions for organizing educational activities contribute to the development and strengthening of schoolchildren’s voluntary attention:

The student’s awareness of the importance of the task: the more important the task, the stronger the desire to complete it, the more attention is attracted;

Interest in the final result activity forces you to remind yourself that you need to be attentive;

Asking questions as the activity progresses, the answers to which require attention;

A verbal report of what has been done and what still needs to be done;

A certain organization of activities.

Voluntary attention sometimes turns into so-called post-voluntary attention. One of the conditions for such a transition is interest in a certain activity. While the activity is not very interesting, a person is required volitional efforts to focus on her. For example, in order for a person to solve a mathematical problem, he must constantly keep his attention on it. However, sometimes solving a problem becomes so difficult for a person interesting thing that the tension is weakened, and sometimes disappears completely, all attention itself is focused on this activity, and it is no longer distracted by the conversations of other people, the sounds of music, etc. Then we can say that attention from voluntary has again turned into involuntary, or post-voluntary ( post-voluntary).

Introduction........................................................ ................................... 3

1. The concept of attention in modern psychology.................. 6

2. Motor theory of attention N. N. Lange.................................... 10

3. The doctrine of the dominant of A. A. Ukhtomsky.................................... 13

4. T. Ribot’s theory of attention............................................... ........ 15

5. Theoretical concept attention P. Ya.

Galperin......................................................... ........................ 19

6. L. S. Vygotsky’s theory of attention.................................................... 24

7. The problem of cultivating attention in work

N.F. Dobrynina................................................... .................... 26

Conclusion................................................. ............................... 29

Bibliography................................................ ................. 32

Introduction

Attention is one of those human cognitive processes, in relation to essence and right, on the independent consideration of which there is still no consensus among psychologists. Some argue that there is no special independent process of attention, that it acts only as a side or moment of another psychological process. Others believe that attention is a completely independent mental state of a person, a specific internal process, which has its own characteristics (in the human brain there are special types of structures associated specifically with attention, anatomically and physiologically relatively autonomous from those that ensure the functioning of other processes).

In system psychological phenomena attention occupies a special position. It is included in all other mental processes, acts as their necessary moment, and it is impossible to separate it from them, isolate it and study it in its “pure” form. We deal with the phenomena of attention only when we consider the dynamics of cognitive processes and the features of various mental states person. Whenever we try to highlight the “matter” of attention, it seems to disappear.

However, the problem of attention is traditionally considered one of the most important and complex problems scientific psychology. The development of the entire system depends on its solution psychological knowledge- both fundamental and applied. Highly appreciated attention at the level of worldview and in the ethical aspect can be found in many authors.

The significance of attention in human life, its determining role in the selection of the contents of conscious experience, memorization and learning are obvious. It is also difficult to doubt the need for a comprehensive and detailed study of its phenomena. As F. Worden notes, from the point of view of common sense it can be assumed that “the phenomena of attention play a noticeably important role in the science of behavior, but, strangely enough, this is not the case, and in psychology textbooks attention, as a rule, occupies a modest and inconspicuous position." Indeed, in published courses and manuals on general psychology, both early and modern, the psychology of attention is presented in a small volume, unevenly and scatteredly.

In our country at the beginning of the 20th century. attention was the subject of research conducted under the leadership of G.I. Chelpanov at the Psychological Institute. L. G. Shchukina at Moscow University. Since the middle of the last century, the study of attention at Moscow State University. M.V. Lomonosov was led by A.N. Leontyev (who was first a graduate student of G.I. Chelpanov, and later a student of L.S. Vygotsky). Then the main leadership of this topic at the Department of General Psychology passed to Yu. B. Gippenreiter, a student and long-term employee of A. N. Leontyev.

In parallel with this line of research at the Faculty of Psychology of Moscow State University since the 1950s. Fundamental research by A. R. Luria and E. N. Sokolov on neuropsychology and psychophysiology of attention was developed.

Subsequently, this direction was developed by a number of their students and followers - O. S. Vinogradova, E. A. Golubeva, N. N. Danilova, E. D. Khomskaya and others.

Since the end of the 20th century. There is a return (some, emphasizing its intensity, prefer to even talk about an “explosion”) of interest in the topic of attention in psychology and neurophysiology, and qualitatively new opportunities are emerging for answering old questions posed by the classics. The problem of attention is again at the center of fundamental and experimental psychology.

Scientists such as A. A. Ukhtomsky, D. E. Broadbent, I. P. Pavlov, N. N. Lange, D. N. Uznadze, T. Ribot, E. Titchener, F. Worden and many also dealt with the problems of studying attention. other. They put forward many theories of attention, but despite a significant amount of research, the problem of attention has not become less significant. There is still ongoing debate about the nature of attention. But almost all studies emphasize the individuality of attention.

Physiological basis attention was paid to V.M. Bekhterev, L.A. Orbeli, P.K. Anokhin. The leading role of cortical mechanisms in the regulation of attention has been established through neurophysiological studies.

The problem research is a psychological theory of attention.

Goal of the work analyze theoretical literature on the research problem, get acquainted with the history of the emergence of the psychology of attention.

Tasks research:

1. Study the concept of attention in modern psychology.

2. Consider the main psychological theories of attention.

When writing this course work the following were applied scientific research methods:

1) theoretical analysis scientific works dedicated to this problem;

2) methods of description and synthesis.

1 . The concept of attention in modern psychology

Attention can be defined as a psychophysiological process, a state that characterizes the dynamic features of cognitive activity. They are expressed in its concentration on a relatively narrow area of ​​external or internal reality, which at a given moment in time becomes conscious and concentrates mental and physical strength person for a certain period of time. Attention is the process of conscious or unconscious (semi-conscious) selection of some information coming through the senses and ignoring others.

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Attention in human life and activity performs many various functions. It activates the necessary and inhibits currently unnecessary psychological and physiological processes, promotes the organized and targeted selection of incoming information in accordance with its current needs, provides selective and long-term concentration of mental activity on the same object or type of activity.

Associated with attention direction and selectivity of cognitive processes. Their adjustment directly depends on what at a given moment in time seems most important for the body, for the realization of the interests of the individual. Attention determines the accuracy and detail of perception, the strength and selectivity of memory, focus and productivity mental activity– in a word, the quality and results of the functioning of all cognitive activity.

Let's consider the main types of attention. These are:

· natural;

· socially conditioned attention;

· involuntary;

· voluntary attention;

· sensual;

· intellectual attention.

Natural attention given to a person from his very birth in the form of an innate ability to selectively respond to certain external or internal stimuli that carry elements of information novelty. The main mechanism that ensures the functioning of such attention is called the orienting reflex. It is associated with activity reticular formation and novelty detector neurons.

Socially conditioned attention develops during life as a result of training and upbringing, is associated with volitional regulation of behavior, with a conscious selective response to objects.

Direct attention is not controlled by anything other than the object to which it is directed and which corresponds to the actual interests and needs of a person. Indirect attention is regulated by special means, for example, gestures, words, pointing signs, objects.

Involuntary attention is not associated with the participation of the will, but optional mandatory includes volitional regulation. Involuntary attention does not require effort in order to maintain and focus attention on something for a certain time, and voluntary attention has all these qualities. Finally, voluntary attention, in contrast to involuntary attention, is usually associated with a struggle of motives and drives, the presence of strong, oppositely directed and competing interests, each of which in itself is capable of attracting and maintaining attention. In this case, a person makes a conscious choice of goal and, through an effort of will, suppresses one of the interests, directing all his attention to satisfying the other. Finally, one can distinguish sensual And intellectual attention. The first is primarily associated with emotions and the selective functioning of the senses, and the second is with concentration and direction of thought. With sensory attention, the center of consciousness is some kind of sensory impression, and in intellectual attention, the object of interest is thought.

2. Motor theory of attention N. N. Lange

The connection between attention and movement was highlighted in his works by N. N. Lange, who presented it as cause and effect no, where movements are not just included in the act of attention, but condition it, make attention possible.

The theory of N. N. Lange is actually motor, or effector. The attention in it is not special condition consciousness, provided by the motor adaptation of the body, but “an appropriate reaction of the body that instantly improves the conditions of perception” . This reaction of the body can be either biologically expedient, evolutionarily useful, or consistent with the own goals of the cognizing subject - arbitrary.

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So, N. N. Lange identified the following main approaches to the problem of the nature of attention:

1. Attention as a result of motor adaptation.

2. Attention as a result of limited volume of consciousness.

3. Attention as a result of emotion.

4. Attention as a result of apperception, i.e. as a result of the individual's life experiences.

5. Attention as a special active ability of the spirit.

6. Attention as an intensification of a nervous stimulus.

7. Nerve suppression theory

3. The doctrine of the dominant by A. A. Ukhtomsky

Another famous Russian physiologist, Alexey Alekseevich Ukhtomsky(1875-1942) introduced the concept of dominant (from lat. dominatio- dominance), which has become very important for the psychology of attention. Originally intended to describe and explain the work of the nervous system, this concept turned out to be not only suitable, but also very useful for describing human behavior, the phenomena of his cognition and social life.

A.A. Ukhtomsky worked on the doctrine of dominance for more than two decades. The dominant in his works appears as a “focus of excitation” in the nervous system, which subordinates the work of all others. nerve centers and determines the direction of behavior of a person or animal at a given moment in time. If we turn to the definition of A. A. Ukhtomsky himself, this is “a more or less stable focus of increased excitability of the centers, no matter what caused it, and newly arriving excitation centers serve to strengthen (confirm) the excitation in the focus, while in the rest of the central nervous inhibition processes are widespread throughout the system.” That is why the first behavioral consequence of the emerging dominant is “vectoral certainty of movement: excitation in one, coupled with inhibition in the other” . In a word, thanks to the dominant, both behavior and cognition turn out to be directed. And since direction is one of the fundamental properties of attention, the connection between the dominant and attention is obvious.

The dominant is characterized by four features, which are in many ways similar to the features of attention noted by the classics of the psychology of consciousness.

1. Increased excitability of a certain central region of the brain in relation to stimuli (decrease in excitation thresholds when corresponding stimuli appear). Similarly, we notice weak stimuli if we pay special attention to them, and do not notice strong ones if we are distracted from them.

2. The ability of this area of ​​the brain to summarize, accumulate excitation.

3. Ability to maintain it over time.

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In the simplest cases, the dominant develops as a consequence external influence, such as loud noise or the appearance of a car on the sidewalk whose driver has lost control. In such cases, it will be behind the phenomena of involuntary attention. Hearing a loud sound, a person will turn his head and be distracted from what he was just doing. Having noticed the car, it will stop moving in the same direction, stop talking with the companion and jump to the side.
Throughout life, a person accumulates many different dominants, ranging from typical ways reactions in dangerous situations and ending with a specific human “dominant on the face of another.” According to the definition of A. A. Ukhtomsky, the activation of the entire system of nerve centers, which turns out to be a special “functional organ” of behavior, should be called dominant.

4. Theory of attention by T. Ribot

One of the most famous psychological theories attention was suggested by T. Ribot. He believed that attention, regardless of whether it is weakened or enhanced, is always associated with emotions and is caused by them.

T. Ribot saw a particularly close relationship between emotions and voluntary attention. He believed that the intensity and duration of such attention are directly determined by the intensity and duration of the emotional states associated with the object of attention. T. Ribot outlined the main role of movements in the act of attention in the following way. Movement physiologically supports and enhances this state of consciousness. For the sense organs - vision and hearing - attention means focusing and delaying movements associated with their adjustment and control. The effort we put into focusing and maintaining attention on something always has an underlying effect. physical basis. It corresponds to the feeling muscle tension, and subsequent distractions are associated with muscle fatigue in the corresponding motor parts of the receptive systems.

The motor effect of attention, according to T. Ribot, is that some sensations, thoughts, memories receive special intensity and clarity compared to others due to the fact that all physical activity turns out to be focused on them. The secret of voluntary attention lies in the ability to control movements. By voluntarily restoring movements associated with something, we thereby draw our attention to it.

Thus, T. Ribot proposed the so-called motor theory of attention, according to which movements play a major role in attention processes. Thanks to their selective and targeted activation, attention is concentrated and intensified on the subject, and attention is also maintained on this subject for a certain time.

A. A. Ukhtomsky spoke similarly about the physiological mechanism of attention, considering the dominant focus of excitation to be the physiological basis of attention, and I. P. Pavlov’s idea also fits well with these ideas.

T. Ribot also pointed out that the highest forms of attention (he called them artificial ) arise only in society, as a result of upbringing, on the basis of attention natural military, or involuntary. Education is carried out not only by people, but also by “things” - objects of material culture that contain the history of mankind.

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On stage of organized, or habitual, attention it
is caused and supported by a “habit” - an established persistent attraction to a certain type of occupation, or “love of work”, which until then seemed unattractive. Attentiveness becomes, as it were, second nature to a person, which means special effort no longer needed to maintain it. Therefore, the subjective experience of effort at this stage of attention development may be absent.

Thus, voluntary attention, on the one hand, is a product of civilization, and on the other, its condition, in other words, both a consequence and a cause at the same time. That is why the education of attention seems to T. Ribot such an important task.

5. Theoretical concept of attention by P. Ya. Galperin

Among modern domestic psychologists the original interpretation of attention was proposed by P. Ya. Galperin, formulating it as theory of systematic step-by-step formation of mental actions. P. Ya. Galperin considers attention as one of such mental actions - action mental control for the progress of other activities. The systematic, step-by-step formation of attention acts as a way to identify the mechanisms of this phenomenon - one of the most complex and closed to scientific analysis.

In any human activity P.Ya. Galperin proposes to distinguish approximate And executive parts. If we turn to the analysis of the executive part, then in it we can also highlight the actual substantive content and mental action, directed to this content. The last component is needed to control the action based on a comparison of the original task and the progress of its implementation. That's what it is control action for the implementation of current activities. It is this action, as it becomes a mental action, that is transformed into act of attention .

However, any deployed external subject activity control is simply the activity of control, not attention. For example, when a factory worker carries out quality control, comparing each product with a sample and evaluating it according to certain parameters, his activity requires attention, but is not limited to it. As P.Ya. himself notes. Halperin, “not all control is attention, but all attention means control” .

But why does attention as control improve activity, and not just keep it within a given framework? After all, it is precisely this “improvement” that constitutes the positive effects of attention. According to P. Ya. Galperin, it is possible because control is always carried out using criterion or sample(“previous image”). This idea of ​​P.Ya. Galperin echoes the concept of “preperception” by W. James, who proposed developing the child’s attention by forming in him “preliminary images” that are adequate to the tasks that the world around him poses to the child.

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Then the training was continued using the material from other tasks. As an example, one of the well-known tools for diagnosing attention is the Bourdon test, which consists of underlining or crossing out a certain letter in a row of randomly selected letters. Among other tasks were searching for errors in graphic patterns, identifying semantic inconsistencies in stories and pictures, etc. As a result, the schoolchildren really became attentive (and the control of solving the listed problems was ideal, minimized, automated and generalized), and P. Ya. Galperin considered this practical result the most important confirmation of his theoretical position.

Thus, we can formulate the main concepts of this theory:

Attention is one of the moments of orientation-research activity. It is a psychological action aimed at the content of an image, thought, or other phenomenon that a person has at a given moment in time.

By its function, attention is the control of this content. Every human action has an orienting, performing and control part. This latter is represented by attention as such.

Unlike other activities that produce a specific product, the activity of control, or attention, does not have a separate, special result.

Attention as an independent, concrete act is highlighted only when the action becomes not only mental, but also abbreviated. Not all control should be considered attention. Control only evaluates the action, while attention helps to improve it.

In attention, control is carried out using a criterion, measure, sample, which creates the opportunity to compare the results of an action and clarify it.

Voluntary attention is systematically carried out attention, i.e. a form of control carried out according to a pre-drawn plan or sample.

In order to form new trick voluntary attention, we must, along with the main activity, offer the person the task of checking its progress and results, developing and implementing an appropriate plan.

All known acts of attention, performing the function of control, both voluntary and involuntary, are the result of the formation of new mental actions.

6. L. S. Vygotsky’s theory of attention

L. S. Vygotsky tried to trace the history of the development of attention, as well as many other mental functions, in line with his cultural-historical concept of their formation. He wrote that the history of a child’s attention is the history of the development of the organization of its attention, that the key to the genetic understanding of attention should be sought not inside, but outside the child’s personality.

Voluntary attention arises from the fact that people around the child “begin, with the help of a number of stimuli and means, to direct the child’s attention, direct his attention, subordinate him to their power, and thereby give into the child’s hands those means with the help of which he subsequently masters his own attention.” " The cultural development of attention lies in the fact that, with the help of an adult, the child assimilates a number of artificial stimuli-means (signs), through which he further directs his own behavior and attention. With age, the child’s attention improves, but the development of externally mediated attention proceeds much faster than its development as a whole, especially natural attention. At the same time, in school age a turning point occurs in development, which is characterized by the fact that initially externally mediated attention gradually turns into internally mediated, and over time, this latter form of attention probably occupies the main place among all its types.

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Along with gradual mastery active speech the child begins to control the primary process own attention, and first - in relation to other people, orienting their own attention with the word addressed to them in the right direction, and then - in relation to oneself.

The general sequence of cultural development of attention according to L. S. Vygotsky is as follows: “First, people act in relation to the child, then he himself interacts with others, finally, he begins to act on others, and only in the end begins to act on himself.. At first, the adult directs his attention with words to the things around him and thus develops powerful stimulus-instructions from words; then the child begins to actively participate in this direction and begins to use words and sounds as a means of direction, that is, to draw the attention of adults to the object of interest to him.”

The word that an adult uses when addressing a child appears initially as a pointer, highlighting for the child certain signs in an object, drawing his attention to these signs. During learning, the word is more and more directed towards highlighting abstract relationships and leads to the formation of abstract concepts. L. S. Vygotsky believed that the use of language as a means of directing attention and a pointer to the formation of ideas is of great importance for pedagogy, since with the help of words the child enters the sphere of interpersonal communication, where there is scope for personal development. Initially, the processes of voluntary attention directed by the speech of an adult are, for the child, processes of external discipline rather than self-regulation. Gradually, using the same means of mastering attention in relation to himself, the child moves on to self-control of behavior, i.e. to voluntary attention.

7. The problem of training attention in the works of N. F. Dobrynin

Great value attention education was given by N.F. Dobrynin, who connected the development of attention with education personalities and its gradual increase activity . Another one agrees with him distinguished representative domestic psychology S. L. Rubinstein. He was convinced that attention “is connected with the aspirations and desires of the individual, as well as with the goals that he sets for himself.” .

N. F. Dobrynin, following E. Titchener, identified three stages in the development of attention: involuntary, voluntary And post-voluntary attention.

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Conclusion

Genius, W. James noted, is attention, the ability (or doom) to concentrate on what a contemporary passes by without thinking. But isn’t every professional gifted with a specially focused and structured attention: a teacher, a psychologist, a lawyer, a doctor - everyone will see the same subject in their own way and will carefully study its different sides. Moreover, a person's characteristic mindfulness can be seen as necessary trait not only cognitive activity, but also the personality as a whole, its orientation: one is immersed in the worries of the busy world, the other is focused on an idea, the third is concentrated on work, the fourth easily jumps from one interest to another, without stopping anywhere. It is clear that these manifestations are closely related to the whole variety of real conditions of mental activity associated with psychophysiological parameters, age-related capabilities, etc.

Classic theories of attention outline a number of problems and areas of research that are still relevant for psychologists.

The motor theories of attention proposed by T. Ribot and N. N. Lange did not pass without a trace for the psychology and physiology of attention, although they remained in oblivion for quite a long time. The synthesis of psychology and neurophysiology in the study of attention, outlined in the works of W. James and fully realized by N. N. Lange, seems to be increasingly productive to researchers in recent years. Thanks to him, new facts emerge that echo the assumptions of the classics. Special place Among the theories of attention, there are physiological approaches to understanding its brain mechanisms, which are based on the concepts of “dominant” and “orienting reflex.”

Starting with the works of the classics of the psychology of consciousness, psychologists have identified a number of properties of attention.

Some properties characterize attention as a state at a certain point in time. This is the volume of attention, its degree and direction, reflected in the classical metaphors of the “visual field” of W. Wundt, the “wave of attention” of E. Titchener and the “stream of consciousness” of W. James. Concentration of attention is directly proportional to its degree and inversely proportional to volume.

Other properties that characterize attention as a process are derived from the properties of attention as a state and describe their dynamics over time. These are distribution, stability and switchability of attention. To assess these properties of attention, a number of techniques have been developed that are widely used in school, professional and clinical diagnostics, as well as in the diagnosis of child development.

Becoming higher forms attention is considered in two directions.

Firstly, it can be represented as upbringing attention based on education strong-willed qualities personality. This line research is represented by the works of T. Ribot and N. F. Dobrynin.

Secondly, the development of attention can act as its formation- construction mental action with the required characteristics (P. Ya. Galperin) or the development of higher education mental function(L. S. Vygotsky). The views of L. S. Vygotsky have been continued in modern psychology in research joint attention as a higher mental function, divided between several people. These studies are of practical importance in robotics, in organizing work in small groups, as well as in prevention and correction mental disorders autism spectrum in childhood.

However, the problem of correcting attention disorders concerns not only early childhood autism. In modern psychological practice A significant place is occupied by neuropsychological correction of attention, which is necessary in case of slowdown or disturbances in the maturation of its brain mechanisms, as well as correction of attention deficit hyperactivity disorder. In preschool and primary school education Exercises for developing attention and its individual properties are widespread.

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