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A century before social-media bans and advice to disable device notifications, the inventor and science-fiction writer Hugo Gernsback proposed a more extreme way to avoid distraction: an isolating wooden helmet. Outside influences, he said, were “the greatest difficulty that the human mind has to contend with.” Gernsback’s isolator device — part diving suit, part monastic cell — did help him to work, he said, but it came with a risk of suffocation. He later installed an air supply.

Concerns that sustained thought is under assault have become even more acute in the digital era. Smartphones buzz, Internet tabs multiply, and television episodes carry regular reminders to help people keep track of the plot. Surveys suggest that we feel less able to concentrate, teachers report distracted students, and headlines declare that our attention spans are shrinking.

Research across psychology and neuroscience, however, has built up a more nuanced picture of what is happening to our attention spans. The results suggest that people do flit from one task to another more frequently than they did in previous decades, and that this switching is often detrimental to performance. But there is little evidence that the brain’s fundamental ability to concentrate has been impaired. This suggests that if we can shut down the distractions of our environment, it is possible to recover focus.

“I think there’s a huge disconnect between what we feel like is happening and what is actually happening,” says Monica Rosenberg, a psychologist at the University of Chicago in Illinois.

The attention-span confusion

“There is a whole flurry of people reporting that they feel like they can’t pay attention,” says Nilli Lavie, a cognitive neuroscientist at University College London. “They say they are constantly distracted, their attention jumps from one thing to another, and they can’t concentrate.”

In a 2021 survey of more than 2,000 UK adults, almost half said they felt their attention span was shorter than it used to be. And two-thirds thought that the attention span of young people has declined. Teachers and schools around the world have responded to this perception with modular lessons that break topics into digestible pieces. Some students now study literary extracts rather than full novels. When the novelist Elif Shafak questioned why TED talks were becoming shorter, she said last year she was told that it was because “the world’s average attention span has shrunk.”

The idea of an average attention span carries intuitive appeal. But the way it’s discussed can tangle distinct concepts. Researchers distinguish between people’s capacity to pay attention, that is, their underlying ability to concentrate on a particular task, and their real-world behaviour, or what people actually focus on from moment to moment.

What’s more, the capacity to pay attention is the result of several processes in the brain. These include sustained attention, the ability to stay engaged with a task over time; selective attention, the ability to prioritize some information and ignore the rest; and executive control, the ability to steer attention in line with a goal rather than whatever happens to be more tempting.

Attention in the laboratory

Capacity is measured under controlled laboratory conditions that test performance on a task — often a tedious one — over time. To test sustained attention, volunteers might monitor a screen showing streams of letters and shapes and identify specific changes. The ‘d2’ task, for instance, displays rows of letters, such as d and p, sometimes with dashes drawn above or below them, and asks people to mark the letter d only if it has two lines underneath.

Many lab studies have shown how performance on such tasks declines in about ten minutes, although the pattern of decline is not smooth: even apparently strong attention naturally fluctuates between bursts of good performance, lapses, and recovery.

Further tests demonstrate how providing a distracting environment, such as playing sounds of babies crying and dogs barking, worsens people’s performance on cognitive tasks. This provides a basis for understanding distractions in the real world. Analyses have demonstrated that, for instance, traffic accidents are more likely to occur if drivers are talking on their phones.

The lab studies haven’t shown evidence that — when free of distractions — people’s underlying capacity to pay attention has changed. But there are differences in how people perform. Those who say they frequently juggle several streams of media at once tend to perform worse on tests of selective attention, for example, showing greater difficulty filtering out irrelevant information. They also show differences in tests related to working memory and executive control.

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Karol Banach

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