Using Rhythmic Attention to

Learn More Effectively

Abbie Ottosen
Rhythmic Attention
● Attention reorients in a rhythm of four times a second
● Monitors locations outside of selective attention
● Attention is sampled
● People unconsciously sense the environment.
● The peripheral vision is imperative for the brain to process entire scenes without
having to physically exert itself to acknowledge information.
Literature
Ian Fiebelkorn, a Princeton Neuroscientist, found that the brain loses focus four times
every second to gather information on the environment, which is rhythmic attention.

Timothy J. Buschman and Sabine Kastner, psychologists at Princeton, reiterated the

idea of rhythmic attention, finding that the brain regularly becomes “distracted” to
view locations outside the place of focus.

Jia J., Liu L., Fang F., and Luo H. of Peking University in China discovered that attention
must be flexible and able to reoriented in able to integrate different contexts and have
more effective attention.
Hypothesis
Original: If the participant can involuntarily absorb the information presented, then
they will see a significant increase in their knowledge on a subject.

New: If the participant can perceive the information presented involuntarily, then they
will find a better understanding on the topic without directly learning it.
Test Group
There were 10 females and 8 males total, aged 14-16.

The participants were selected based on availability.

Problem: This sample size was far too small to collect accurate results.
Experimentation
● Participants will take identical tests before and after the experiment.
● There are three computer screens, with the end computers at an angle that opens
up to the participant.
● The participant is instructed to focus on the center slide only.
● The side focus slides are identical, while the center focus slide is different in speed
and information.
● The center slide changes every four seconds, while the side focus slides change
every eight seconds.
Example
Data Collection
Results

Red= Males
Green= Females
Results and Statistics
55% of participants saw an increase of 30% or more in their scores.

Of these, 33% were females with a significant increase, and 22% were males.

37% of participants missed a side focus slide the second time only.

33% of females saw no improvement on the side focus slides.

44% of participants took longer to take the test the second time around, but these
participants primarily saw an increase of 21% or greater on their scores.

Overall, females increased their scores by more than males, but males responded to the
side focus slides better.
Presentation Errors
● The graphs and charts were confusing and did not present data in the best way.
● The methodology was not adequately explained.
● There were not enough subjects to experiment efficiently.
● The background of rhythmic attention was not explained with enough detail.
Future Experimentation
● Experiment in a more controlled environment.
● Test a larger sample size evenly distributed by gender.
● Study students with ADHD.
● Use larger screens.
● Discover why males responded better to the experiment than females.
Conclusion
The research could be used to prove that the manipulation of rhythmic attention can
be a useful method in learning.

Overall, the participants saw an increase in scores, and if this research could prove to
be true, it could change the standard way of learning in a beneficial way.
Thank you
I would like to thank Mrs. Jones, Mrs. Allard, Mrs. Miller, Mrs. Tatum, and everyone who
participated in my study.