Abstract
First and second grade boys ( N = 55) were required either to attend to an external stimulus or to elaborate mentally upon a stimulus. Heart rate and respiration were recorded during the entire session. The attention episodes were accompanied by an increase in respiratory rate and a decrease in cardiac rate and respiratory variability. Boys who grouped familiar objects together on the basis of an objective attribute that was a differentiated part of the total stimulus (called an “analytic concept”) showed autonomic patterns characteristic of greater attention than boys who preferred other conceptual categories. It was suggested that heart rate and respiration be used as supplementary indexes of attention in investigations of perception and problem solving.
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