ANALYTICAL AND META-ANALYTICAL REVIEW OF DEVELOPING ATTENTION THROUGH PSYCHOLOGICAL TRAININGS

Аннотация

This article presents a comprehensive analysis of various psychological training methods aimed at developing attention, including cognitive exercises, mindfulness practices, physical activity, neurofeedback, and digital tools. Based on empirical studies, short-term mindfulness and physical activity sessions demonstrate high effectiveness in enhancing selective and sustained attention. Furthermore, integrated approaches offer consistent and personalized improvements in attention development. Keywords: attention development, selectivity, sustainability, psychological training, mindfulness, cognitive exercise, neurofeedback. Introduction. In recent years, the number of studies aimed at developing attention through psychological training has significantly increased. This trend is closely linked to the growing necessity of enhancing students’ cognitive potential. Research indicates that interventions aimed at improving attention—such as cognitive exercises, mindfulness meditations, physical activity, neurofeedback, and digital games—are considered to be effective [13], [12], [14]. Although cognitive training has produced positive outcomes among children with ADHD symptoms, these effects have not been consistently confirmed in healthy participants [15]. The “Keeping Score!” model, for instance, showed no measurable effectiveness at all [14]. Therefore, it becomes necessary to integrate such methods with other approaches. Short-term mindfulness-based training has been shown to be beneficial for improving selective attention, working memory, and stress regulation, with positive outcomes reflected in neurophysiological indicators [16]. Physical activity-based interventions such as the FITKids and FUNtervals programs have proven useful in activating attentional processes [8], [17]. Neurofeedback training based on EEG technology focuses on regulating attention through real-time feedback; however, its transfer effects remain limited [14]. 34 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference Digital games, on the other hand, have not only improved attention but have also contributed to enhanced motivation and neuroplasticity [12]. Meta-analyses suggest that meditation and physical activity are effective in the short term, while cognitive exercises show stronger effects only when implemented as part of an integrated approach [13]. This article is aimed at analyzing these various interventions and developing an empirically grounded, comprehensive model tailored to enhance students’ attention. Literature Analysis. This article draws on empirical, neuropsychological, and meta-analytical sources to explore psychological training methods, techniques, and interventions aimed at improving attention. The reviewed literature scientifically examines diverse approaches directed toward enhancing selective, sustained, and shifting forms of attention. Gobet and Sala [4], in their critical review, analyzed the limitations of cognitive training and concluded that its generalizability is weak. They argue for training protocols to be both personalized and reflective in nature. In this context, the “Pay Attention!” program developed by Tamm et al. [15] was shown to improve selective attention in children with ADHD symptoms, though no such effect was observed in healthy populations. Slattery et al. [14] assessed the “Keeping Score!” program and found low effectiveness of cognitive training among healthy participants. In a previous systematic review [13], the same authors evaluated 3,437 studies related to attention enhancement and found that only 37 met the required methodological standards. Particularly, among 14 studies based on cognitive exercises, strong transfer effects were not observed. The Integrative Body-Mind Training (IBMT) model developed by Tang [16], and short-term meditation studies by Tang et al. [17], demonstrated improvements in selective attention, working memory, and affective regulation. Galante et al. [3] confirmed these outcomes in a meta-analysis, highlighting the effectiveness of mindfulness training in reducing stress and stabilizing attention among university students. Sayadi et al. [11] assessed attention and emotional states via cortisol levels using the Mindfulness-Based Stress Reduction (MBSR) method. Wimmer et al. [18] found that yoga, mindfulness, and independent tasks helped reduce distractibility and enhanced attention regulation in students. Ma et al. [8] and Tang et al. [17] provided empirical evidence supporting the role of physical activity-based interventions—such as FITKids and high-intensity 35 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference interval training (HIIT)—in improving selective attention. A meta-analysis conducted by Melguizo-Ibáñez et al. [9] found that active breaks over 5–8 weeks led to significant attention improvements. Effect sizes reported were d = 0.31 for middle school students and d = 0.58 for older groups. Anguera et a