La utilización de la tarea de seguimiento en el estudio de la atención selectiva, ha dado lugar a un gran número de resultados confusos y contradictorios que han influido en el mantenimiento de la controversia sobre el problema de la selectividad.
El objetivo del presente artículo fue analizar algunos factores responsables de esta discrepancia experimental:
Problemas metodológicos asociados con los estudios de seguimiento.
Variables relacionadas con la tarea de seguimiento cuya influencia no ha sido tomada en cuenta en la literatura.
Concepciones teóricas extremas sobre la atención selectiva.
El análisis realizado sugiere un replanteamiento de los problemas de selectividad y capacidad, donde se cuestione la dicotomia selección anterior/posterior y en su lugar se asuman concepciones más flexibles del proceso atencional.
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