Lesson 4: Learning and Motivation Flashcards
1
Q
What is Learning?
A
Learning is the process of acquiring knowledge and skills. It involves a change of state that makes possible a corresponding change in one’s behaviour.
2
Q
What is learning the result of?
A
Learning is the result of experiences that enable one to exhibit newly acquired behaviours
3
Q
When does learning occur?
A
Learning occurs “when one experiences a new way of acting, thinking, or feeling, finds the new pattern gratifying or useful, and incorporates it into the repertoire of behaviours.
4
Q
What can we think of a “skill” as?
A
When a behaviour has been learned, it can be thought of as a skill
5
Q
What is Workplace Learning?
A
Workplace learning is the process of acquiring job-related knowledge and skills through formal training programs and informal social interactions among employees.
6
Q
What is an important fact to recognize in terms of how people learn in an organization?
A
Although the focus of this book is formal training and development programs, it is important to recognize that employees also acquire information and learn through informal interactions with others and from their experiences on the job.
7
Q
What is the 70 - 20 - 10 model?
A
It is generally recognized that when it comes to workplace learning, about 70 percent comes from on-the-job experiences and assignments, 20 percent from relationships and interactions with others, and 10 percent from formal learning activities and events.
This breakdown is known as the 70–20–10 model.
8
Q
What is Informal learning?
A
Informal learning is learning that occurs naturally as part of work and is not planned or designed by the organization.
Informal learning is spontaneous, immediate, and task-specific.
9
Q
What is Formal Learning?
A
Formal learning has an expressed goal set by the organization and a defined process that is structured and sponsored by the organization
10
Q
Table 2.1: Formal and Informal Learning
A
11
Q
What percent of what employees learn is through informal processes rather than formal programs?
A
It has been reported that 70 to 90 percent of what employees learn and know about their jobs is learned through informal processes rather than through formal programs.
12
Q
What are some of the reasons for the increase in informal learning?
A
Some of the reasons for the increase in informal learning are an increase in the need for knowledge transfer, an increased strategic emphasis on informal learning, informal activities being initiated by employees, and increased leadership support.
13
Q
Table 2.2: Differences between formal and informal learning
A
14
Q
What is an essential part of informal learning?
A
An essential part of informal learning is informal learning behaviours.
15
Q
What are some examples of things that employees can lean through informal means?
A
Employees learn about many things through informal means, such as:
- New general knowledge
- Teamwork
- Problem solving
- Communication skills
- New job tasks,
- Computers
- Health and safety
- New equipment
- Politics in the workplace
16
Q
What are some methods of informal learning?
A
One study found that email was the most-used method for informal learning followed by accessing information from the organization’s intranet.
Other forms of informal learning include Internet searches, communities of practice, voluntary mentoring, and coaching.
Most of the best practices identified involved the use of technology for information exchange (e.g., a social networking site for the company) and creating time for face-to-face interactions (e.g., team lunches and rearranging office layout to facilitate conversations).
17
Q
Strategies for facilitating informal learning in organizations:
A
Encourage employees to actively foster informal learning opportunities on their own.
Form casual discussion groups among employees with similar projects and tasks.
Create meeting areas and spaces where employees can congregate and communicate with each other (e.g., water cooler, cafeteria).
Remove physical barriers (e.g., office walls) that prevent employees from interacting and communicating.
Create overlaps between shifts so workers on different shifts or from different departments can get to know each other and discuss work-related issues.
Create small teams with a specialized focus on a product or problem.
Allow groups to break from their routines for team discussions.
Provide work teams with some autonomy to modify work processes when they find a better way of doing things.
Eliminate barriers to communication and give employees the authority to take training on themselves.
Condense office spaces and make room for an open gathering area for coffee breaks and socializing.
Match new hires with seasoned employees so they can learn from casual interaction and explicit teaching and mentoring.
18
Q
In what terms can learning be described in?
A
Learning can be described in terms of domains or outcomes of learning.
19
Q
According to Gagné, learning outcomes can be classified according to five general categories.
What are they?
A
Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes
20
Q
What is verbal information?
A
Verbal information:
Facts, knowledge, principles, and packages of information, or what is known as “declarative knowledge.”
21
Q
What are Intellectual skills?
A
Intellectual skills:
Concepts, rules, and procedures that are known as “procedural knowledge.”
Procedural rules govern many activities in our daily lives, such as driving an automobile or shopping in a supermarket.
22
Q
What are Cognative strategies?
A
Cognitive strategies:
The application of information and techniques, and understanding how and when to use knowledge and information.
23
Q
What are Moter skills?
A
Motor skills:
The coordination and execution of physical movements that involve the use of muscles, such as learning to swim.
24
Q
What are Attitudes?
A
Attitudes:
Preferences and internal states associated with one’s beliefs and feelings.
Attitudes are learned and can be changed. However, they are considered to be the most difficult domain to influence through training.
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Table 2.3: Learning Outcomes Classification Schemes
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Kurt Kraiger and colleagues developed a multidimensional classification scheme of learning outcomes that includes some additional indicators of learning. Their classification scheme consists of three broad categories of learning outcomes.
What are they?
Cognitive outcomes
Skill-based outcomes
Affective outcomes
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What are Cognative outcomes?
Cognitive outcomes:
The quantity and type of knowledge and the relationships among knowledge elements.
This includes:
- Verbal knowledge (**declarative knowledge**)
- Knowledge organization (**procedural knowledge**)
- Structures for organizing knowledge or mental models)
- Cognitive strategies (mental activities that facilitate knowledge acquisition and application, or what is known as **metacognition**).
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What are Skill-Based outcomes?
Skill-based outcomes - This involves the development of technical or motor skills and includes:
- **Compilation** (fast and fluid performance of a task as a result of proceduralization and composition)
- **Automaticity** (ability to perform a task without conscious monitoring).
29
What are Affective outcomes?
Affective outcomes - These are outcomes that are neither cognitively based nor skills based; they include:
- **Attitudinal** (affective internal state that affects behaviour)
- **Motivationa**l outcomes (goal orientation, self-efficacy, goals).
30
What are the three stages of learning according to ACT theory?
According to ACT theory, learning takes place in three stages that are known as
- Declarative knowledge
- Knowledge compilation
- Procedural knowledge or proceduralization
31
What is Resource allocation theory?
Resource allocation theory explains what happens during each stage and recognizes that individuals possess limited cognitive resources that can be used to learn a new task.
Performance of a new task is determined by individual differences in attentional and cognitive resources, the requirements of the task (task complexity), and self-regulatory activities (e.g., self-monitoring and self-evaluation) used to allocate attention across tasks.
32
What is declarative knowledge?
Declarative knowledge:
First stage of learning. It involves the learning of knowledge, facts, and information.
During this first stage of learning one must devote all of one’s attention and cognitive resources to the task of learning. In other words, it is not likely that you would be able to make a phone call, listen to music, or carry on a conversation during this period of learning to drive a car.
In the declarative stage of learning, performance is resource dependent because all of one’s attention and cognitive resources are required to learn the task. Any diversion of attention is likely to affect your learning and lower your performance.
33
What is knowledge compilation?
The second stage of learning is called knowledge compilation.
Knowledge compilation involves integrating tasks into sequences to simplify and streamline the task.
The learner acquires the ability to translate the declarative knowledge acquired in the first stage into action.
During this stage, performance becomes faster and more accurate.
Although the attention requirements during the knowledge compilation stage are lower than in the declarative stage, performance is still somewhat fragmented and piecemeal.
34
What is procedural knowledge or procedurailization?
The final stage of learning is called procedural knowledge or proceduralization.
During this stage, the learner has mastered the task and performance is automatic and habitual.
In other words, the task can now be performed without much thought.
The transition from knowledge acquisition to application is complete.
At this stage, performance is said to be resource insensitive because changes in attention will not have much of an impact on performance.
35
What are the implications of ACT theory for learning and training?
First, ACT theory recognizes that learning is a sequential and stage-like process that involves three important stages.
Second, it indicates that different types of learning take place at different stages.
And third, motivational interventions might be more or less effective depending on the stage of learning.
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Table 2.4: Stages of learning
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What is a Learning Style?
The way in which an individual prefers to learn.
38
What are two of the best-known models of learning style:
David Kolb’s experiential learning theory model and Neil Fleming’s VARK model.
39
What is David Kolb's learning style?
David Kolb’s learning style has to do with the way people gather information and process and evaluate it during the learning process.
40
What do Learning modes involve?
Learning modes involve:
The way people gather information (concrete experience, or CE, and abstract conceptualization, or AC)
The way people process or evaluate information (active experimentation, or AE
Reflective observation, or RO).
It is the combination of these “learning modes” (the way a person gathers information and the way a person processes information) that results in a learning style.
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What is the CE learning type?
People who prefer to gather information through direct experience and involvement are CE types (feeling).
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What is the AC learning type?
Those who prefer to gather information by thinking about issues, ideas, and concepts are AC types (thinking).
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What is the RO learning type?
If you prefer to process information by observing and reflecting on information and different points of view, you are an RO type (watching).
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What is the AE learning type?
If you prefer to process information by acting on it and actually doing something to see its practical value, you are an AE type (doing).
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Table 2.5: Learning styles
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What is a converging learning style?
A converging learning style combines abstract conceptualization and active experimentation (thinking and doing).
People with this learning style focus on problem solving and the practical application of ideas and theories.
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What is a diverging learning style?
A diverging learning style combines concrete experience and reflective observation (feeling and watching).
People with this orientation view concrete situations from different points of view and generate alternative courses of action.
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What is an assimilating learning style?
An assimilating style combines abstract conceptualization and reflective observation (thinking and watching).
These people like to process and integrate information and ideas into logical forms and theoretical models.
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What is the accommodating learning style?
An accommodating learning style combines concrete experience and active experimentation (feeling and doing).
People with this learning style prefer hands-on experience and like to learn by being involved in new and challenging experiences.
50
What is the Learning Cycle?
A learning cycle in which people use each of the four modes of learning in a sequence.
The learning cycle begins with concrete experience (learning by experience),
followed by reflective observation (learning by reflecting),
then abstract conceptualization (learning by thinking),
and finally active experimentation (learning by doing).
This kind of learning cycle has been shown to improve learning and retention as well as the development of behavioural skills. Learning is most effective when all four steps in the learning cycle are part of the learning experience.
51
What is Flemings VARk learning style?
Fleming’s learning style is an individual’s preferred ways of gathering, organizing, and thinking about information. It has to do with the different ways that individuals take in and give out information. There are four different perceptual preferences for how people prefer to learn. VARK
52
What does VARK mean?
VARK is an acronym for the four different perceptual preferences or learning styles:
V = Visual
A = Aural/Auditory
R = Read/Write
K = Kinesthetic
53
How do each of the VARK catagories prefer to learn?
Individuals who prefer to learn through the visual modality like to learn from charts, maps, graphs, diagrams, and other visual symbolic devices.
Those who prefer to learn through the aural/auditory modality like to learn from talking, explaining, and discussing things such as in lectures and group discussions.
Individuals who prefer the read/write modality like to learn from printed material and readings such as books, reports, manuals, and note taking.
Those who prefer the kinesthetic modality like to learn from direct practice, demonstrations, and experience such as simulations, role plays, and case studies. These people prefer to learn by actually doing something.
54
What does the VARK questionair indicate?
An individual’s score indicates their learning style preference as well as the strength of their learning style.
This is because in addition to a single learning style preference, it is possible to have a combination of two, three, or four learning style preferences.
The VARK questionnaire provides a profile of a person’s scores on the four modalities. While some people might have one primary learning style, others might have multiple learning styles (two, three, or four) or what is known as a multimodal learning style.
55
Learning styles have several implications for training. What are they?
First, they recognize that people differ in how they prefer to learn. This means that a person’s comfort, motivation, and success in training will depend on how well the training (e.g., its design, content, methods, and delivery) matches their learning style.
Second, trainees can also benefit from an awareness of their VARK learning style so that they can focus on their primary style(s) when learning, and make informed choices regarding training programs and opportunities to attend.
Third, training programs should be designed with each learning mode and style included and as part of a sequence of learning experiences in accordance with Kolb’s learning cycle (CE-RO-AC-AE).
56
What does the psycologist B. F. Skinner define learning as?
The famous psychologist B. F. Skinner defined learning as a relatively permanent change in behaviour in response to a particular stimulus or set of stimuli.31 Skinner and the behaviourist school of psychology believe that learning is a result of reward and punishment contingencies that follow a response to a stimulus.
"The Conditioning Theory."
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Figure 2.1: Conditioning theory
58
What does the conditioning process involve? What three connected concepts can this be accomplished through?
The conditioning process involves linking desired behaviour to pleasurable consequences.
This is accomplished through three connected concepts:
- Shaping
- Chaining
- Generalization
59
What is Shaping?
Shaping refers to the reinforcement of each step in the process until it is mastered, and then withdrawing the reinforcer until the next step is mastered. Shaping is extremely important for learning complex behaviour.
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What is Chaining?
Chaining is the second concept and involves the reinforcement of entire sequences of a task.
During shaping, an individual learns each separate step of a task and is reinforced for each successive step.
The goal is to learn to combine each step and perform the entire response. T
his combination is what chaining involves, and it is accomplished by reinforcing entire sequences of the task and eventually reinforcing only the complete task after each of the steps have been learned.
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What is generalization?
Generalization, which means that the conditioned response occurs in circumstances different from those during learning.
Thus, while a trainee might have learned a task through shaping and chaining, he or she might not be able to perform the task in a different situation or outside of the classroom.
To achieve generalization, the trainer must provide trainees with opportunities to perform the task in a variety of situations.
62
What is social cognative theory and social learning?
The central premise of social cognitive theory is social learning, which involves learning through interactions with others.
Social learning can be either formal (e.g., mentoring programs) or informal (e.g., collaborative work).
According to social cognitive theory, people learn by observing the behaviour of others, making choices about different courses of action to pursue, and managing their own behaviour in the process of learning.
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Social cognitive theory involves three key components. What are they?
Observation
Self-efficacy
Self-regulation
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What does learning by observation look like?
Learn by observation.
They observe the actions of others and the consequences of those actions.
If the person being observed (the role model) is credible and knowledgeable, their behaviour is more likely to be imitated.
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Four key elements are critical for observational learning to take place. What are they?
Four key elements are critical for observational learning to take place:
attention
retention
reproduction
reinforcemen
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What does Self-efficacy refer to?
Self-efficacy refers to beliefs that people have about their ability to successfully perform a specific task.
Self-efficacy is a cognitive belief that is task specific, as in the example of the skier’s confidence that he can ski down a steep hill.
The novice skier might have low self-efficacy to ski down the hill but very high self-efficacy that he can get an “A” in a training course!
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Self-efficacy is influenced by four sources of information.
What are they?
In order of importance, they are:
Task mastery
Observation
Verbal persuasion and social influence
One’s physiological or emotional state
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What is Self-Regulation?
Self-regulation involves managing one’s own behaviour.
Self-regulation not only enables people to function effectively in their personal lives, but it also helps people acquire the knowledge and skills they need to succeed in education and in the workplace.
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What does Self-regulated learning Involve?
Self-regulated learning involves the use of affective, cognitive, and behavioural processes during a learning experience to reach a desired level of achievement.
Self-regulation is a goal-oriented cyclical process in which trainees set goals and establish a plan for learning, develop learning strategies, focus their attention on learning, monitor their learning outcomes, and modify their behaviours over time.
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What does the internal process of Self-learning involve?
These internal processes involve
Observing and monitoring one’s own behaviour (self-monitoring) as well as the behaviour of others.
Setting performance goals (goal setting),
Practising and rehearsing new and desired behaviours.
Keeping track of one’s progress and performance, comparing performance with one’s goals (self-evaluation).
Rewarding oneself for goal achievement (self-reinforcement).
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What are Self-regulation prompts?
Self-regulation prompts ask trainees questions about their learning, goals, and their goal progress to encourage self-regulation during training.
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What is Adult Learning Theory?
A final theory of learning that is important for training and development is adult learning theory which is based on the differences between adults and children and the implications of these differences for learning.
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What are some characteristics of Adult Lerners?
Adults have acquired a great deal of knowledge and work-related experience that they bring with them to a training program.
Adults like to know why they are learning something, the practical implications of what they are learning, and its relevance to their problems and needs.
Adults are problem centred in their approach to learning and prefer to be self-directed.
They like to learn independently and they are motivated to learn by both extrinsic and intrinsic factors.
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What is Andragogy and Pedagogy?
Andragogy refers to an adult-oriented approach to learning that takes into account the differences between adult and child learners.
By contrast, the term pedagogy refers to the more traditional approach of learning used to educate children and youth.
Pedagogy assigns full responsibility to the instructor for making decisions about what, how, and when something will be learned and if it has been learned.
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What are the six core assumptions about the adult lerner that Andragogy makes?
Need to know
Learner self-concept
Learner’s experience
Readiness to learn
Orientation to learning
Motivation to learn
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Table 2.6: Teaching Children Vs Adults
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Adult learning theory has important implications for learning throughout the training and development process.
What are they?
First, adult learners should be involved in the planning of training and development which should be a collaborative process.
Second, the design and instruction of training programs should be the joint responsibility of the trainer and trainees and based on trainees’ self-assessment of their needs.
Third, the training climate should be conducive for learning which means that it should be collaborative and supportive, and include self-directed learning as well as experiential learning techniques.
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What is Motivation?
Motivation refers to the degree of persistent effort that one directs toward a goal.
Motivation has to do with effort, or how hard one works; persistence, or the extent to which one keeps at a task; and direction, or the extent to which one applies effort and persistence toward a meaningful goal.
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What idea is Goal-setting theory based on?
Goal-setting theory is based on the idea that people’s intentions are a good predictor of their behaviour.
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What is a Goal?
A goal is the object or aim of an action.
According to goal-setting theory, goals are motivational because they direct people’s efforts and energies and lead to the development of strategies to help them reach their goals.
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For goals to be motivational, however, they must have a number of characteristics.
What are they?
First, goals must be specific in terms of their level and time frame. General goals that lack specificity tend not to be motivational.
Second, goals must be challenging to be motivational. Goals should not be so easy that they require little effort to achieve, and they should not be so difficult that they are impossible to reach.
Third, goals must be accompanied by feedback so that it is possible to know how well one is doing and how close one is to goal accomplishment.
Finally, for goals to be motivational, people must accept them and be committed to them.
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Although specific and challenging goals have been found to be motivational, the effects of goals on learning and performance depend on the type of goal that is set. Two important distinctions are:
Whether a goal is **proximal or distal** and whether the goal is a **performance goal or a learning goal.**
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What is a distal goal?
A distal goal is a long-term or end goal, such as achieving a certain level of sales performance.
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What is a proximal goal?
A proximal goal is a short-term goal or sub-goal that is instrumental for achieving a distal goal.
Proximal goals involve breaking down a distal goal into smaller, more attainable sub-goals.
Proximal goals provide clear markers of progress toward a distal goal because they result in more frequent feedback.
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What is Goal orientation?
Goal orientation is a dispositional or situational goal preference in achievement situations.
Goal orientation has been found to be a stable individual difference.
Individuals differ with respect to their goal orientation and the goals they will pursue in learning situations.
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What is learning goal orientation? (LGO)
learning goal orientation (LGO), which means that they are most concerned about developing competence by acquiring new skills and mastering new tasks.
Individuals with a performance goal orientation are more concerned about their task performance and focus on either demonstrating their competence by seeking favourable judgments from others or avoiding negative judgments.
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What is a Prove performance goal orientation? (PPGO)?
Individuals who are most concerned about favourable judgments about their performance and demonstrating their capabilities to others have a prove performance goal orientation (PPGO)
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What is an Avoid preformance goal orientation (APGO) ?
Individuals who are most concerned about avoiding negative judgments from others about their performance have an avoid performance goal orientation (APGO)
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What is Training motivation?
Training motivation (also known as motivation to learn) refers to the direction, intensity, and persistence of learning-directed behaviour in training contexts.
Research has found that training motivation predicts learning and training outcomes, and it is influenced by individual and situational factors.
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What is Locus of Control?
Locus of control refers to people’s beliefs about whether their behaviour is controlled mainly by internal or external forces.
Persons with an internal locus of control believe that the opportunity to control their own behaviour resides within themselves.
Persons with an external locus of control believe that external forces determine their behaviour.
Thus, internals perceive stronger links between the effort they put into something and the outcome or performance level they achieve.
Persons with an internal locus of control tend to have higher levels of training motivation.
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What is achievement motivation?
Achievement motivation - the desire to perform challenging tasks
92
What is conscientiousness?
conscientiousness (responsible and achievement-oriented)
93
What is Job involvement?
job involvement—or the degree to which an individual identifies psychologically with work and the importance of work to their self-image
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There are several things that trainers and managers can do to ensure that trainees’ training motivation is high.
What are they?
First, they can assess trainee personality to determine whether trainees are high on the personality factors that are related to training motivation (e.g., locus of control).
Second, they can assess trainee motivation prior to a training program to ensure that trainees are motivated to learn, and select those trainees with high training motivation to attend a training program.
Trainers should also consider influencing some of the factors that predict training motivation in an effort to increase trainees’ motivation to learn.
Finally, trainers should consider situational factors that influence training motivation and ensure that supervisors and peers provide trainees with support and that there is a positive climate for learning and training.
95
What is Cognative ability?
Cognitive ability is similar to intelligence. It reflects an individual’s basic information-processing capacities and cognitive resources. It refers to the knowledge and skills an individual possesses and may include cognitive skills and psychomotor skills.
Examples of cognitive skills include basic numeracy and literacy, the intelligence to learn complex rules and procedures, and so on.
Cognitive ability (verbal comprehension, quantitative ability, and reasoning ability) determines how much and how quickly people learn; it is related to the ability to learn and to succeed on the job.
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Figure 2.2: Model of Training effectiveness
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What are Core self-evaluations (CSE)
core self-evaluations (CSE) which represents an individual’s self-appraisal of their worthiness, competence, and capability as a person. It is a broad personality variable that consists of four specific traits:
General self-efficacy,
Self-esteem
Locus of control
Emotional stability
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An additional factor that can influence learning is trainees’ attitudes. Three attitudinal variables that are important for learning are...
Job involvement, Job satisfaction, and Organizational commitment.
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What is Transer of training?
Transfer of training (see Chapter 9) and refers to the application of learning on the job. Employees must first learn and retain training content in order to change their behaviour and improve their job performance.
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What is the path between individual behavior and prrformance and organizational effectiveness?
The final path in the model is between individual behaviour and performance and organizational effectiveness which was first introduced to you in Chapter 1 (see Figure 1.2). This path indicates that employees’ behaviour and job performance will influence organizational effectiveness. In other words, more effective employee behaviours and higher job performance result in a more effective organization.
101
How does our brain percive events?
Our brain perceives events through the five senses--the sense of sight, the sense of smell, the sense of touch, etc.
Once we recognize something as familiar or we can compare it to something else in our brain we begin to organize the information in some way, and that helps us to remember it and that helps us to attend to the stimulus.
If something is so unique that we've never felt it or sensed it before, we also, that's another way that we organize information; we start to create new categories of events and perceptions that we've never had before.
102
How do educational psychologists define "Stimulus"?
A stimulus is any information that comes to us through the five senses that could be the sense of touch, the sense of smell, the hearing, the sight and then the brain processes those stimuli in a way that organizes them either based on what we already know or based on the novelty, the new information, that we strive to reconcile with what we already know.
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How do educational psychologists define "Practice"?
Educational psychologists define practice as the rehearsal, the repetition of information that we are trying to commit to memory, and we do that in many ways.
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How do mental stimuli and practice fit into education?
Any stimulus becomes information in our brain and the point of classroom instruction is to help learners to memorize to commit things to long-term memory; whether those are procedures, the way that we do something or that could be what we call *declarative knowledge*, things that we know, things that we say "Abraham Lincoln was the President during the Civil War".
So that mental stimulus becomes well-set in memory once we've repeated it, and practiced it and/or rehearsed it many times.
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How do educational psychologists define "Memory"?
Memory is the storage of information in the brain--or in the mind as some would say--that's there for retrieval later on.
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How is memory involved in the educational process?
All learning will ultimately involve long-term memory.
We want learners to store new information, useful information, in their long-term memory, which means it has little chance of fading away or being forgotten.
To do that is really a long and complicated process for human beings and is really the reason we have school.
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What conditions stimulate learning?
When a person is satiated or not hungry, a person or organism tends to explore more.
In all when a primary need is met or fulfilled, a person will search for others to explore.
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How do educational psychologists define "boredom"?
Boredom is basically a term that people use, or learners use, to describe why they didn't stay interested in a particular task or a particular stimuli.
There are two sides to boredom, one is when a task is too easy, and one is when a task is too difficult.
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How do educational psychologists define "motivation"?
Motivation is an internal drive.
Motivation is often described as the amount that we're invested or interested in the task, how much value it has to us, whether we want to learn to do it, try to do it, and it's also related to whether we think we can do it or not.
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How do educational psychologists define "attention span"?
Attention span, simply, is the ability to fixate or to focus on the features of a new stimulus; meaning: to continue to explore any novel parts of that stimulus, anything new.
