The human attention system can be dynamic, efficiently jumping between stimuli and taking in a lot of information, so it is not static as is commonly thought.
The attention system is designed to prevent the information processing system in the brain from being flooded with irrelevant information that comes from the senses and memory. So how do we manage to focus our attention in a multi-stimulus environment and how does our brain process the information received from this environment?
Prof. Ilana Zion-Golombik and her team members from the Multidisciplinary Center for Brain Research at Bar-Ilan University examine the way the brain processes the variety of stimuli around it and those that "catch" attention in the end. "We are trying to decipher brain mechanisms of attention and connect them with behavior. How do we manage to focus attention in a multi-stimulus environment and how much do distractions affect performance. This is basic research, but of course it can help in various applications in the field, for example in understanding the brain function of people with ADHD and adults with hearing difficulties (for whom it is difficult to be in a noisy place) and the way in which it might be possible to influence it in the future. The mental index that we produce makes it possible to examine their performance compared to that of others, to propose solutions, such as designing an adapted space, and to evaluate them," explains Prof. Zion-Golombik.
What is the question?
How does the brain divide attention between several stimuli at the same time?
In some of their experiments, the researchers in the laboratory simulate real-life situations (for example, using virtual reality technology), such as a classroom or coffee shop environment that includes a lot of noise and talk, in which the subjects try to conduct themselves (for example, hold a conversation). Recently, experiments have also begun to be carried out outside the laboratory, in real situations, for example in classrooms. In all experiments, the subjects' brain activity is measured. "In both types of experiments, we are exploring a new direction in research, where the stimuli are more natural and less controlled, which helps reveal unique brain behaviors and activities. This way we can understand, for example, how students deal with multiple stimuli in the classroom, what makes them listen or interferes with it, and how well they were able to learn the material. In 20 minutes of class, 30 interruptions occur on average; Enter, exit, the door opens, closes, slams. It takes the students out of concentration," explains Prof. Zion-Golombik. Left, above: the only MEG device in Israel located at Bar Ilan University. Left, below: the structure of the experiment, where different speakers are played to each ear, and the subjects have to listen to one, and ignore the other.
In their latest study, which won a grant from the National Science Foundation, the researchers wanted to test jumps of attention (distributed attention) - the way in which information can be absorbed from several stimuli at the same time and not just from one main stimulus. To this end, we examined about 50 young people (30-20 years old) - they let them listen with headphones to two speakers (actors) who were talking at the same time (telling a personal story) and in the process we examined with a magnetoencephalography MEG device)) their brain activity and its location, and in fact the How the brain works to produce listening. The subjects lay inside the device and were asked to listen to one or both speakers and then were asked questions about their stories.
It was found that more than 80% of the subjects were able to listen carefully to both speakers and answer correctly the questions about their story despite the expected difficulty. What could be the explanation for this? According to Prof. Zion-Golombik, "We saw that many brain areas were active, for example those related to hearing and language, and in addition a brain network that connects frontal areas to the lobes of the brain, an attention network that works strongly. That is, a great mental effort is made to perform the task. In addition, we could understand which speaker they were listening to at that moment. A fast brain activity rate indicated listening to a speaker who speaks faster and vice versa. That is, the brain synchronized with the speech that interested it at that moment and imitated its characteristics. From this it can be understood that the attention system can be dynamic, skip efficiently between stimuli and take in a lot of information, which is interesting because we often perceive attention as a static system. Later on, we will be able to check how these jumps in attention take place in people with attention deficit hyperactivity disorder, perhaps with them they occur more in one letter at the expense of the other."
In another experiment where virtual reality technology was used, the researchers created a situation where the subjects were sitting in a cafe, in front of them was a character telling a personal story and in the background a worker announcing the names of people whose order was ready, including the names of the subjects themselves.
In another experiment in which virtual reality technology was used, the researchers created a situation in which the subjects (also young people aged 30-20) are sitting in a cafe, in front of them is a character who tells a personal story and in the background a worker announces the names of people whose order is ready, including the names of the subjects themselves. In addition, every now and then an incorrect sentence will be posted (such as "Coffee for a carrot!"). At the same time, their brain activity was measured with an EEG device. "We wanted to see how the subjects react to being called by name and to unusual sentences, how much they attract their attention when they try to concentrate on listening to the character in front of them, and we discovered that their brain activity in word processing areas increased. From this we understood that even when it is not ready for it, the brain is alert to vital, unusual and strange stimuli, skips between them, and diverts attention to them, even when they are not related to its main goal. This again indicates the dynamism of attention, an evolutionary, survival mechanism may be at work here, which ensures that we do not miss vital information that comes from the environment. This experiment can also be performed on different populations and to test sensitivity to distractions in the environment", concludes Prof. Zion-Golombik.
Life itself:
Prof. Ilana Zion-Golombik, 43, married + four daughters, lives in Jerusalem.
