Find one declared target among similar and dissimilar distractors
Selective attention is practised here by marking uppercase A while ignoring every other token. Two complete lists keep length and target frequency fixed while changing distractor similarity, so hits, misses, false alarms, and burden can be compared honestly.
Tutorial curriculum · current public edition · Revision 7T · Full Tutorial Edition
One source of teaching truth
Full individual tutorial · TLU-PWR-098
Selective attention is practised here by marking uppercase A while ignoring every other token. Two complete lists keep length and target frequency fixed while changing distractor similarity, so hits, misses, false alarms, and burden can be compared honestly.
Revision 7T · Full Tutorial Edition · complete governed practice tutorial
Find one declared target among similar and dissimilar distractors
Selective attention is practised here by marking uppercase A while ignoring every other token. Two complete lists keep length and target frequency fixed while changing distractor similarity, so hits, misses, false alarms, and burden can be compared honestly.
Authority and safety
Use the display size, contrast, audio, pace, and response method needed for access; these supports are part of the configuration.
Stop for sensory strain, headache, distress, or worsening errors.
The result is not a diagnostic screen, intelligence score, or measure of a person's value or effort.
Exact materials
Trial 1 and Trial 2 token lists below
A marker or accessible selection method
The hidden answer key
A 0-to-5 burden rating
Optional comfortable pacing cue
Set up in this order
Write the target rule exactly: select uppercase A only; lowercase a is a distractor.
Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.
Run Trial 1 once at a comfortable pace, then rate burden before checking the key.
Classify every discrepancy as a miss or false alarm.
Run Trial 2 at the same pace and display settings; only distractor similarity changes because lowercase a is removed.
Compare hits, misses, false alarms and recorded burden descriptively. Trial order, token form and distractor similarity differ together, so do not attribute a difference uniquely to similarity.
Supplied fixture
Positions are 1 through 30. Mark uppercase A only.
Item
Position
Supplied value
1
1
A
1
2
H
1
3
a
1
4
R
1
5
A
1
6
M
1
7
A
1
8
a
1
9
H
1
10
R
1
11
A
1
12
N
1
13
a
1
14
A
1
15
H
1
16
R
1
17
A
1
18
a
1
19
M
1
20
H
1
21
A
1
22
R
1
23
a
1
24
A
1
25
H
1
26
M
1
27
a
1
28
R
1
29
A
1
30
H
2
1
H
2
2
A
2
3
R
2
4
M
2
5
N
2
6
A
2
7
H
2
8
R
2
9
A
2
10
M
2
11
H
2
12
A
2
13
R
2
14
N
2
15
M
2
16
A
2
17
H
2
18
R
2
19
A
2
20
N
2
21
M
2
22
H
2
23
A
2
24
R
2
25
N
2
26
A
2
27
M
2
28
H
2
29
R
2
30
A
Check your work only after you finish
Lock every response first. The checking page is separate so the answers are not exposed inside this exercise.
Hit = selected uppercase A.; Miss = uppercase A not selected; misses = 9 - hits.; False alarm = selected token that is not uppercase A, including lowercase a.; Hit rate = hits / 9; false-alarm rate = false alarms / 21. Keep burden separate.
Worked example
On Trial 1, the learner selects true targets at positions 1, 5, 7, 11, 14, 17, 21, and 29, missing position 24.
The learner also selects lowercase a at position 23, which is one false alarm.
Confirm that length, target frequency, target rule, pace, and display were held constant; only distractor similarity changed.
The fictional log records burden 3/5 after Trial 1 and 2/5 after Trial 2; these ratings were recorded, not inferred from accuracy.
Correct result: The fictional second record has fewer errors and lower recorded burden, but it was also shown later with a different token form. Report the descriptive difference; do not claim that distractor similarity alone caused it or that it measures broad attention.
Right and wrong
Right and wrong comparison
Moment
Right / safer
Wrong / riskier
Why
Applying the target rule
Select uppercase A and reject lowercase a.
Select any token that looks like an a.
An ambiguous rule makes error classification meaningless.
Changing difficulty
Change distractor similarity only.
Change similarity, pace, target frequency, and display size at once.
A one-feature comparison requires the other declared fields to remain stable.
Handling speed
Keep a comfortable pace and protect accuracy.
Increase pace after Trial 1 even though errors occurred.
Faster is not automatically better and can hide a speed-accuracy trade-off.
Interpreting Trial 2
Lower-similarity distractors were more usable in this fixture.
The learner now ignores every real-world distraction.
One token task does not prove far transfer.
Common mistakes and fixes
Common mistakes and corrections
Mistake
Fix
Forgetting whether lowercase a counts.
Keep the one-sentence target rule visible and restart only with a fresh list.
Calling an unmarked target a false alarm.
Use the key: unmarked target equals miss; marked distractor equals false alarm.
Looking at the answer positions before finishing.
Hide the key until responses and burden are recorded.
Increasing speed to make the second trial feel harder.
Restore the original comfortable pace so distractor similarity remains the only changed feature.
Evidence boundary
What the tutorial may—and may not—claim.
Supportable claim
Selective-attention practice can improve closely related tasks, but transfer follows shared task demands and has not been shown to improve mobility.
Measurement boundary
Target sensitivity, search time, errors and distractor cost must be tied to a named modality and task; they do not measure general awareness.
Myth
Notice everything others miss
Metric
Target sensitivity and distractor cost in a declared sensory task, plus a different functional endpoint
Boundary
A better screen score cannot certify broad situational awareness.
Negative and limiting findings
Older adults improved a visual-attention measure without improving any tested balance or mobility outcome.
M M Althomali; L A Vallis; S J Leat · 2019 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Adrian M Owen; Adam Hampshire; Jessica A Grahn; Robert Stenton; Said Dajani; Alistair S Burns; Robert J Howard; Clive G Ballard · 2010 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Adam C Oei; Michael D Patterson · 2013 · PRIMARY_RESEARCH
Supports only the bounded empirical proposition in the declared configurations. Constrains generalisation, transfer, certainty or efficacy; it is not optional context.
Tutorial delivery controls
Learn, adapt, troubleshoot and resume
Estimated timeEstimated 18 min reading and worksheet pass
DifficultyIntroductory
EquipmentCommon household or practice equipment
SpaceRoom-scale practice space
Method qualityEstablished10 of 10 structural checks present. Automated method-readiness band; human editorial sign-off is separate.
Evidence contextG1; Focused research depthScientific support is evaluated separately from teaching-method structure.
Editorial reviewPending manual sign-offNo human approval is claimed until reviewer, date and content hash are recorded.
Progress is saved only in this browser on this device.
Step-by-step learner mode
Each activity includes its success check, a nearby accessible alternative and an “I’m stuck” correction path. Alternatives preserve the target where possible; when they change the task, Titan labels them as related rather than equivalent.
01
Write the target rule exactly: select uppercase A only
Write the target rule exactly: select uppercase A only; lowercase a is a distractor.
Why this step exists
“Write the target rule exactly: select uppercase A only” fixes the exact Selective attention configuration or decision before later observations are compared.
Success check
A legible entry directly completes “Write the target rule exactly: select uppercase A only” and records the requested condition, decision or boundary without adding a new claim.
I’m stuck on this step
Reset: Re-read this authored instruction — “Write the target rule exactly: select uppercase A only; lowercase a is a distractor.” — and its success check, then attempt only this step.
Possible snag: Forgetting whether lowercase a counts.
Correction: Keep the one-sentence target rule visible and restart only with a fresh list.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
02
Keep the rule visible if needed and confirm there are 30 tokens…
Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.
Why this step exists
Keep this exact Selective attention action explicit and reviewable: “Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.”
Success check
Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.”
I’m stuck on this step
Reset: Re-read this authored instruction — “Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.” — and its success check, then attempt only this step.
Possible snag: The result from “Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.” does not yet meet this declared check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.”
Correction: Return to the start of “Keep the rule visible if needed and confirm there are 30 tokens…”, reduce complexity or pace, and repeat only the part needed to satisfy: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Keep the rule visible if needed and confirm there are 30 tokens and 9 targets in each trial.””
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
03
Run Trial 1 once at a comfortable pace, then rate burden before…
Run Trial 1 once at a comfortable pace, then rate burden before checking the key.
Why this step exists
“Run Trial 1 once at a comfortable pace, then rate burden before checking the key” isolates the named Selective attention task while preserving its configuration, stopping rule and measurement boundary.
Success check
Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Run Trial 1 once at a comfortable pace, then rate burden before checking the key.”
I’m stuck on this step
Reset: Re-read this authored instruction — “Run Trial 1 once at a comfortable pace, then rate burden before checking the key.” — and its success check, then attempt only this step.
Possible snag: Looking at the answer positions before finishing.
Correction: Hide the key until responses and burden are recorded.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
04
Classify every discrepancy as a miss or false alarm
Classify every discrepancy as a miss or false alarm.
Why this step exists
“Classify every discrepancy as a miss or false alarm” isolates the named evidence distinction so the learner can interpret Selective attention without extending the claim.
Success check
The output directly answers “Classify every discrepancy as a miss or false alarm”, names the relevant distinction and stays within the supplied record.
I’m stuck on this step
Reset: Re-read this authored instruction — “Classify every discrepancy as a miss or false alarm.” — and its success check, then attempt only this step.
Possible snag: Calling an unmarked target a false alarm.
Correction: Use the key: unmarked target equals miss; marked distractor equals false alarm.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
05
Run Trial 2 at the same pace and display settings
Run Trial 2 at the same pace and display settings; only distractor similarity changes because lowercase a is removed.
Why this step exists
“Run Trial 2 at the same pace and display settings” isolates the named Selective attention task while preserving its configuration, stopping rule and measurement boundary.
Success check
Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Run Trial 2 at the same pace and display settings; only distractor similarity changes because lowercase a is removed.”
I’m stuck on this step
Reset: Re-read this authored instruction — “Run Trial 2 at the same pace and display settings; only distractor similarity changes because lowercase a is removed.” — and its success check, then attempt only this step.
Possible snag: Increasing speed to make the second trial feel harder.
Correction: Restore the original comfortable pace so distractor similarity remains the only changed feature.
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
06
Compare hits, misses, false alarms and recorded burden descriptively
Compare hits, misses, false alarms and recorded burden descriptively. Trial order, token form and distractor similarity differ together, so do not attribute a difference uniquely to similarity.
Why this step exists
“Compare hits, misses, false alarms and recorded burden descriptively” isolates the named evidence distinction so the learner can interpret Selective attention without extending the claim.
Success check
The output directly answers “Compare hits, misses, false alarms and recorded burden descriptively”, names the relevant distinction and stays within the supplied record.
I’m stuck on this step
Reset: Re-read this authored instruction — “Compare hits, misses, false alarms and recorded burden descriptively. Trial order, token form and distractor similarity differ together, so do not attribute a difference uniquely to similarity.” — and its success check, then attempt only this step.
Possible snag: The result from “Compare hits, misses, false alarms and recorded burden descriptively. Trial order, token form and distractor similarity differ together, so do not attribute a difference uniquely to similarity.” does not yet meet this declared check: The output directly answers “Compare hits, misses, false alarms and recorded burden descriptively”, names the relevant distinction and stays within the supplied record.
Correction: Return to the start of “Compare hits, misses, false alarms and recorded burden descriptively”, reduce complexity or pace, and repeat only the part needed to satisfy: “The output directly answers “Compare hits, misses, false alarms and recorded burden descriptively”, names the relevant distinction and stays within the supplied record.”
Stop / get help: A governed step-by-step lesson may be completed independently inside its stated limits. Stop if the declared configuration cannot be maintained, uncertainty becomes material, adverse effects appear, or qualified authority is required.
Correct versus incorrect execution
These accessible process diagrams are built from the tutorial’s own right/wrong teaching. They are not anatomical illustrations and do not add technique beyond the canonical tutorial.
Applying the target rule — An ambiguous rule makes error classification meaningless.
Correct / safer
Select uppercase A and reject lowercase a.
Wrong / riskier
Select any token that looks like an a.
Changing difficulty — A one-feature comparison requires the other declared fields to remain stable.
Correct / safer
Change distractor similarity only.
Wrong / riskier
Change similarity, pace, target frequency, and display size at once.
Handling speed — Faster is not automatically better and can hide a speed-accuracy trade-off.
Correct / safer
Keep a comfortable pace and protect accuracy.
Wrong / riskier
Increase pace after Trial 1 even though errors occurred.
Interpreting Trial 2 — One token task does not prove far transfer.
Correct / safer
Lower-similarity distractors were more usable in this fixture.
Wrong / riskier
The learner now ignores every real-world distraction.
Method-structure checklist
10 of 10 structural checks present
✓ Ordered, Power-specific instructions — present
✓ Every activity has a success check — present
✓ Materials or supplied records are declared — present
✓ Measurement or assessment rule is present — present
✓ Tutorial-specific troubleshooting is present — present
✓ Stopping or escalation boundary is present — present
✓ Every activity has an adjacent alternative — present
✓ Correct-versus-incorrect comparison is present — present
✓ Evidence context is bound to the Power record — present
✓ Planning metadata is present — present
The method-readiness band and presence checklist assess tutorial presentation and are separate from evidence quality for the underlying Power. They are automated editorial aids, not human approval.
Manual editorial sign-off: Pending. This tutorial must not display a human-approved state until an identified editor signs the exact content hash.