Editing Attention (section)

==Simultaneous==
Simultaneous attention is a type of attention, classified by attending to multiple events at the same time. Simultaneous attention is demonstrated by children in Indigenous communities, who [[Observational Learning#Indigenous communities of the Americas|learn]] through this type of attention to their surroundings.<ref>{{cite book | last1=Correa-Chávez | first1=Maricela | last2=Roberts | first2=Amy L.D. | last3=Pérez | first3=Margarita Martínez | title=Advances in Child Development and Behavior | chapter=Cultural Patterns in Children's Learning Through Keen Observation and participation in their communities | publisher=Elsevier | year=2011 | volume=40 | issn=0065-2407 | doi=10.1016/b978-0-12-386491-8.00006-2 | pages=209–241| pmid=21887963 | isbn=978-0-12-386491-8 }}</ref> Simultaneous attention is present in the ways in which children of indigenous backgrounds interact both with their surroundings and with other individuals. Simultaneous attention requires focus on multiple simultaneous activities or occurrences. This differs from multitasking, which is characterized by alternating attention and focus between multiple activities, or halting one activity before switching to the next.

Simultaneous attention involves uninterrupted attention to several activities occurring at the same time. Another cultural practice that may relate to simultaneous attention strategies is coordination within a group. Indigenous heritage toddlers and caregivers in [[San Pedro La Laguna|San Pedro]] were observed to frequently coordinate their activities with other members of a group in ways parallel to a model of simultaneous attention, whereas middle-class European-descent families in the U.S. would move back and forth between events.<ref name="Chavajay 1999 1079–1090"/><ref name=Morelli>{{cite journal| vauthors = Morelli GA, Rogoff B, Angelillo C | title=Cultural variation in young children's access to work or involvement in specialized child-focused activities |doi=10.1080/01650250244000335 |url= http://people.ucsc.edu/~brogoff/Psych247articles/Morelli%20et%20al%20Cultural%20Var%20in%20Young%20Children%27s%20Access.pdf |journal=International Journal of Behavioral Development |year=2003 |volume=27 |issue=3 |pages=264–74 | s2cid=145563973 }}</ref> Research concludes that children with close ties to Indigenous American roots have a high tendency to be especially wide, keen observers.<ref name="Silva 2010 898–912">{{cite journal | vauthors = Silva KG, Correa-Chávez M, Rogoff B | title = Mexican-heritage children's attention and learning from interactions directed to others | journal = Child Development | volume = 81 | issue = 3 | pages = 898–912 | year = 2010 | pmid = 20573112 | doi = 10.1111/j.1467-8624.2010.01441.x }}</ref> This points to a strong cultural difference in attention management.