Pragmatics of the interrelation between «attention» and «listening» phenomena as a significant aspect in the system of cognitive activity

Background. Peculiarities of modern life require the study of the relationship between two types of mental activity attention and listening. Professionals in any field have to upgrade knowledge and technologies to meet demands.

Understanding the characteristics of the phenomena of "attention" and "listening" makes a good effect on the speed of cognitive processes, which depends on personal improvement and helps to integrate the knowledge in practice.

Attention is a cognitive process, that plays a key role in the formation of human knowledge by participating in the perception and processing of information. Studying its features and interrelationship of both processes helps to enhance the educational process. Focused attention and mindful listening serve as the basis for developing the ability to structure information. Furthermore, these processes research provides critical insights into the neurocognitive mechanisms effected by polygenic disorders.

There are different research approaches of attention. Attention itself does not generate a product, it participates in its perception and processing. Is’s a recognized key mental process which concentrates mental energy on significant objects ignoring distractions.

Objective is to examine the influence of attention characteristics on the listening process and define their relationship to optimize the educational process.

Materials and methods. The research is based on the analysis of the functional characteristics, properties, and types of attention, as well as their role in cognitive processes. Such aspects as concentration, stability, switching and attention span are considered along with its classifications (voluntary and involuntary, active and passive, direct and mediated).

A significant factor in characterizing the listening process is the attention distraction from the intended object. Typically, such state is influenced by personal psychological factors. Understanding the reasons for a lack of focus on an object contributes to the acquisition of reflective experience in human cognitive activity. The method of content analysis, applied to the variety of reasons for inattentive information perception, helps to develop a critical self-assessment approach of learners.

Results. Attention is characterized by qualitative and quantitative indicators: stability, concentration and switching, but attention span is purely a quantitative measure. It is linked to cognitive processes closely including memory, thinking, and communication.

Concerning thinking, attention facilitates active information processing and determines interaction effectiveness in communication, since listening requires concentration and directed perception. Listening, as a complex cognitive process, involves the perception, awareness and information comprehension.

Attention disruptions and auditory perception are reflected in behavioral markers, reflecting changes in neural links. The relationship between attention and listening is important critically for the learning process, since effective listening is impossible without active attention.

Developing attentive listening skills in the educational process enhances information perception and analysis, ultimately improving the quality of learning.