Hilary Gomes ^1,2, Sophie Molholm ^1,3, Christopher Christodoulou ⁴, Walter Ritter ³ and Nelson Cowan⁵

¹Department of Psychology, City College of the City University of New York, NY, NY, ²Department of Neurology, Albert Einstein College of Medicine, Bronx, NY, ³Department of Neuroscience, Albert Einstein College of Medicine, Bronx, NY, ⁴Neuropsychology and Neuroscience Laboratory, Kessler Medical Rehabilitation Research and Education Corporation, West Orange, NJ and Department of Physical Medicine and Rehabilitation, UMDNJ-New Jersey Medical School, Newark, NJ, ⁵Department of Psychology, University of Missouri, Columbia, MO

TABLE OF CONTENTS

1. Abstract

2. Introduction

3. Development of Four Components of Attention

3.1. Arousal
3.2. Orienting
3.3. Selective Allocation of Attention

3.3.1. Selective Allocation of Attention in Infants
3.3.2. Selective Allocation of Attention in Children

3.3.2.1. Automatic Processing in Children
3.3.2.2. Selective Attention in Children
3.3.2.3. Divided Attention in Children

3.3.3. Summary of Selective Allocation of Attention

3.4. Sustained Attention

4. Summary and Future Directions

5. Acknowledgements

6. References

In this paper we review the development of four components of auditory attention: arousal, orienting, selective attention and sustained attention. We focus especially on the processes responsible for the selection of specific stimuli for further processing because these are essential for learning and development. Although much work still needs to be done, there is evidence of developmental change in some of the components of attention, especially early in infancy. Later developmental improvements seem to be primarily attributable to higher cognitive processes, such as motivation, strategy development and implementation, and voluntary direction and regulation of attention.