The article by Hidi, Renninger, and Krapp titled "Interest, a Motivational Variable that Combines Affective and Cognitive Functioning" focuses on the two types of interest as related to motivation and cognition: situational which is generated by particular aspects of the environment that focuses attention (may or may not last), and individual which is an enduring predisposition to attend to something in order to reengage in certain activities over time. Based on these definitions, they also claim that interest has three main differences from other motivational variables. First, interest is content specific. Students may be interested in only one area of a particularly broad subject. Second, interest develops through the relation between the person and the content. The environment can affect whether something is of interest to the student. Third, interest has both cognitive and affective components meaning the amount of learning that takes place can be affected by how interested the person is in the subject matter. Consequently, interest can be examined as a process called the Four Phase Model of Interest Development. The first phase consists of when situational interest is triggered by the environment. Next, if this situational interest is sustained, then the phase called maintained situational interest follows. Third, once a person's curiosity questions emerge, individual interest forms. Finally, once a person is able to self-regulate and identify with the content, a well-developed individual interest forms. All-in-all, interest is extremely important to how easily or well-understood the subject matter is to a particular person; and teachers have a great say in how they develop the environment to foster and cater to the students' interests. In turn, this will cause greater attention and cognitive development.