# PWR-098 — Selective attention: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 18 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — 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 Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context 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. Target outcome: Define selective attention without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - 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. ### Required or supplied 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 ### 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 | ## 1. Write the target rule exactly: select uppercase A only Write the target rule exactly: select uppercase A only; lowercase a is a distractor. Why: “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. Accessible alternative: Complete the same research action — “Write the target rule exactly: select uppercase A only; lowercase a is a distractor.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared 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.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. 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: 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.” Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. 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: “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.” Accessible alternative: A supported, seated, reduced-range or slower version of “Run Trial 1 once at a comfortable pace, then rate burden before checking the key.” is equivalent only when it keeps the same trained or measured target, declared configuration and 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.”” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Classify every discrepancy as a miss or false alarm Classify every discrepancy as a miss or false alarm. Why: “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. Accessible alternative: Complete “Classify every discrepancy as a miss or false alarm.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this 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.” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. 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: “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.” Accessible alternative: A supported, seated, reduced-range or slower version of “Run Trial 2 at the same pace and display settings; only distractor similarity changes because lowercase a is removed.” is equivalent only when it keeps the same trained or measured target, declared configuration and 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.”” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. 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: “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. Accessible alternative: Complete the same research action — “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.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve 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.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.