The Science of Vector

Vector applies established research from sustained attention, cognitive load theory, and adaptive learning. The ideas are not new — the integration into a fast, repeatable training loop is.

Core idea

Focus is a skill — not a personality trait

Sustained attention fluctuates and degrades during work; the useful measurement is when attention starts slipping, not how long you can suffer.

The most useful measurement is not "How long can you white-knuckle through?" — it's "When does attention start slipping, and why?" Vigilance research shows performance declines during sustained attention demands (often called the vigilance decrement).[1] [2]

Vector treats focus like training: you learn your current threshold, practice at an appropriate load, and adjust based on outcomes — a pattern consistent with self-regulated learning models.[9] Early drift is signal, not failure. It tells us where your sustainable capacity actually sits.

Why 36 minutes

Why the assessment duration

Progressive blocks (8, 12, 16 minutes) efficiently measure capacity while minimizing fatigue; longer tests add noise that can mask true capacity.

The baseline assessment uses progressive blocks to efficiently measure capacity while minimizing fatigue. Longer tests introduce cognitive load, motivation decay, and noise that can mask true capacity.[4] [5]

Vector is estimating a sustainable threshold, not a heroic maximum. Attention decline during sustained effort is a robust phenomenon, so early drift is diagnostically meaningful.[2] [3] The assessment is calibration, not evaluation — it's about finding a safe starting load, not proving anything.

Method

Progressive load testing

The assessment uses a progressive ramp (short → medium → longer blocks) to find the edge of sustainable attention efficiently, similar to threshold detection in psychophysics.

The assessment uses a progressive ramp (short → medium → longer blocks) to find the edge of sustainable attention efficiently. This mirrors threshold detection approaches used in psychophysics and performance testing: identify the boundary, don't exhaust the subject.[6] [7]

Once focus collapses, additional minutes typically add fatigue more than information — so Vector stops early when the threshold is found. The goal is to measure failure onset, not to push you to your breaking point.

Learning

Why reflection is part of the measurement

Rapid reflection (10–15 seconds) improves both measurement quality and training effectiveness by converting 'I drifted' into concrete patterns.

Vector pairs timing with a 10–15 second reflection: focus rating, outcome vs intent, and the likely failure trigger. This is grounded in metacognition research: rapid, immediate monitoring improves self-regulation and calibration without a heavy "journaling burden."[8] [10]

In practice, reflection improves both measurement quality and training effectiveness by converting "I drifted" into a concrete pattern ("urge to switch" vs "confusion" vs "fatigue"). This helps Vector adapt more effectively and helps you recognize patterns faster.

Adaptation

Why Vector changes the next session

Vector adapts block length, break type, and coaching prompts based on your outcomes, using principles aligned with Just-In-Time Adaptive Interventions.

Vector uses the baseline as a starting point and then adapts block length, break type, and coaching prompts using principles aligned with Just-In-Time Adaptive Interventions (JITAI): interventions are more effective when they adjust to context and history rather than staying static.[12]

What changes next:

  • If you consistently finish blocks early, Vector may suggest slightly longer blocks
  • If you drift early, it shortens blocks and adjusts break types
  • Coaching prompts evolve based on patterns in your reflections
  • Break duration and type adapt based on what helps you recover

This is the difference between a tool that "helps you focus right now" and a system that improves your focus over weeks. The assessment is calibration, not evaluation — it accelerates personalization, but you can start training without it.

What Vector is / isn't

Where Vector fits

Vector is a Focus Training System that applies established research; it is not a medical device, diagnostic tool, or treatment.

Vector is
  • • A Focus Training System
  • • Coaching + measurement + adaptation
  • • A measurable improvement loop
  • • Built on established research
Vector isn't
  • • A medical device or treatment
  • • A diagnostic tool
  • • Just music or a timer
  • • A motivation hack

Vector applies established research; it does not diagnose or treat medical conditions. If you're seeking medical guidance or treatment for attention-related conditions, Vector should complement (not replace) professional care.

References (selected)

  1. Mackworth, N. H. (1948). The breakdown of vigilance during prolonged visual search. Quarterly Journal of Experimental Psychology, 1, 6–21.
  2. Warm, J. S., Parasuraman, R., & Matthews, G. (2008). Vigilance requires hard mental work and is stressful. Human Factors, 50(3), 433–441.
  3. Langner, R., & Eickhoff, S. B. (2013). Sustaining attention to simple tasks: A meta-analytic review of the neural mechanisms of vigilant attention. Psychological Bulletin, 139(4), 870–900.
  4. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
  5. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.
  6. Levitt, H. (1971). Transformed up–down methods in psychoacoustics. Journal of the Acoustical Society of America, 49, 467–477.
  7. Åstrand, P.-O., & Rodahl, K. (1986). Textbook of Work Physiology (3rd ed.). McGraw-Hill.
  8. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34, 906–911.
  9. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
  10. Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Sage.
  11. Weiss, D. J., & Kingsbury, G. G. (1984). Application of computerized adaptive testing to educational problems. Journal of Educational Measurement, 21(4), 361–375.
  12. Nahum-Shani, I., Smith, S. N., Spring, B. J., Collins, L. M., Witkiewitz, K., Tewari, A., & Murphy, S. A. (2018). Just-in-time adaptive interventions (JITAIs) in mobile health: Key components and design principles. Annals of Behavioral Medicine, 52(6), 446–462.

Note: Vector applies established research; it does not diagnose or treat medical conditions.

Still skeptical?

Try the assessment once. The goal isn't to "prove focus" — it's to find a safe starting load and adapt from real outcomes. Early drift is signal, not failure.

Focus calibration

Private by design — we can't read your focus data.

Vector does not diagnose or treat medical conditions.