Sustained Attention Across Learning Ecologies; Evidence from BaYaka hunter-gatherer children and their non-forager Bantu neighbours.

The article focuses on research examining the development of sustained attention in forager BaYaka children compared to non-forager Bantu children in the northern Republic of the Congo. The study utilized the Continuous Performance Test to assess various aspects of attention, revealing that BaYaka children exhibited attentional stability similar to that of Bantu children, despite differing educational backgrounds. The findings suggest that sustained attention can develop effectively outside formal schooling, highlighting the influence of everyday experiences on attentional regulation rather than solely relying on structured educational environments. The research challenges the assumption that sustained attention is primarily dependent on formal schooling, particularly in non-Western contexts. [Extracted from the article]