{'fraction_non_alphanumeric': 0.042105263157894736, 'fraction_numerical': 0.028070175438596492, 'mean_word_length': 5.563218390804598, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Models of Attentional Learning

Many theories of learning provide no role for selective attention (e.g., Anderson, 1991; Pearce, 1994; Rehder & Murphy, 2003). Selective attention is crucial, however, for explaining many phenomena in learning. The mechanism of selective attention in learning is also well motivated by its ability to minimize proactive interference and enhance generalization, thereby accelerating learning. Therefore, not only does the mechanism help explain behavioral phenomena, it makes sense that it should have evolved (Kruschke & Hullinger, 2010).