Attending to encode: The role of consistency and intensity of attention in learning ability

Abstract

The present study examined how variation in the amount of attention devoted to items (intensity) and the consistency with which attention is maintained on task (consistency) are related to each other and to overall learning abilities. In two experiments, participants completed measures of working memory (WM), long-term memory (LTM), motivation, and a paired associates (PA) cued recall task with thought probes embedded throughout the encoding phase of each word-pair list. In Experiment 2, pupil diameter was also simultaneously recorded during encoding of the PA task to provide an index of the intensity of attention. Results collectively suggested that the most successful learners were those who were both less susceptible to lapses of attention (high consistency) and had larger pupil dilation at encoding (high intensity). Critically, while attentional lapses and pupil dilation were negatively related to one another—both between and within subjects—each aspect of attention accounted for unique variance in associative learning even after accounting for WM, LTM, and motivation. Follow-up analyses further revealed that, while intensity and consistency were both related to motivation and (to a lesser extent) general LTM abilities, motivation was a greater determinant of the consistency of attention. Therefore, it appears that the intensity and consistency of attention are likely distinct, multifaceted constructs that are differentially influenced by a variety of factors and play an important role in learning.