We examined fifteen patients with chronic schizophrenia and fifteen controls using paired tasks designed to measure four hypothetical aspects of attentional control: the ability to focus attention, to resist distraction, to shift attention, and to divide attention.
Few would argue with that, and even if they did, there is evidence to support the idea that resisting distraction and staying present have benefits: practicing mindfulness for 10 minutes a day, for example, can enhance leadership effectiveness by helping you become more able to regulate your emotions and make sense of past experiences.
Therefore, strong repair should resist distraction, allowing early rehabilitation and promoting tendon healing [8, 17].
Psychologist Howard Nusbaum, LAB'72, says that "resisting distraction, holding goals in mind, and controlling what we attend to" leads to wiser decisions.
To test the game, researchers measure players' ability to resist distraction before and after they play the game.
The second subtest, Number Detection, measures selectiveness and capacity to resist distraction under time pressure.
Individual differences in working memory capacity (WMC) are typically measured with complex span tasks (combining recall of word lists with simultaneous distractor activities) and are assumed to reflect differences in people's ability to stay focused on what is relevant and resist distraction (Engle, 2002).
The present study sought to extend this controlled attention perspective, by testing the general hypothesis that WM performance would be inversely related to caregiver ratings of overt behavioural inattention, such that children with better WM performance would be able to resist distraction on tasks and hence have lower ratings of behavioural inattention than children with poor WM performance.
The results in the RAVLT illustrate that patients with schizophrenia had difficulties learning new verbal information (RAVLTA1-5, and RAVLTATOT), to resist distraction from earlier learning (RAVLTB), to immediately recall recently learned information (RAVLTA6), and to recall verbal information after a delay (RAVLTA7).
