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The Premotor Theory of Attention (PToA) is a prominent, albeit controversial, modern experimental account of attentional processes. According to the PToA, motor preparation is both necessary and sufficient for spatial attention. Explaining the cognitive process of attention in terms of sensori-motor machinery can be considered as embedded in the idea of embodied cognition. The vocabulary adopted by the PToA seems to bear a particular resemblance to Merleau-Ponty’s phenomenological notion of pre-reflective intentionality. He articulates it by means of directness towards the lived world, which is constituted in the spatial motility of the body-subject. In this epistemological state of affairs, we come up with two leading questions: (a) can the main tenets of PToA be essentially reconstructed in terms of the notion of pre-reflective intentionality and since the bodily motility is meant by the French phenomenologist to be at the root of all forms of intentionality, (b) can the PToA be expanded to account for all kinds of attention? In conclusion, we advocate a positive answer for the former question and point to serious doubts as to why it can rather not be retained regarding the latter.

One of the well-documented behavioral changes that occur with advancing age is a decline in executive functioning, for example, attentional control. Age-related executive deficits are said to be associated with a deterioration of the frontal lobes. Neurofeedback is a training method which aims at acquiring self-control over certain brain activity patterns. It is considered as an effective approach to help improve attentional and self-management capabilities. However, studies evaluating the efficacy of neurofeedback training to boost executive functioning in an elderly population are still relatively rare and controversial. The aim of our study was to contribute to the assessment of the efficacy of neurofeedback as a method for enhancing executive functioning in the elderly. We provided a group of seniors with beta up-training (12–22 Hz), consisting of 20 sessions (30 minutes each), on the Cz site and tested its possible beneficiary influence on attentional control assessed by means of the Stroop and Simon tasks. The analysis of the subjects’ mean reaction times during consecutive tasks in the test and the retest, after implementation of neurofeedback training, showed a significant improvement. In contrast, the difference in reaction times between the test and the retest in the control group who had not been submitted to neurofeedback training was not significant.