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Understanding how people learn is critical to effective patient education. This article addresses the central role of attentional processes in supporting effective mental functioning and learning. The theoretical perspective provides a basis for examining attentional requirements associated with illness and the detrimental effects of multiple mental demands on attentional capacity and learning. Through therapeutic approaches that conserve and restore attentional capacity, patient teaching and learning can be improved.
Bernadine Cimprich (Sun,) studied this question.