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What is Attention?
• The process of concentrating on
specific features in the environment or
in your head.
– Measuring it is often tested by asking,
“What happened?” – Problem?
–http://psychexps.olemiss.edu/
Identifies important
characteristics and
“decides” what to allow
Holds Incoming
Information
Processing for Memory
Figure 4.2 - Broadbent’s filter model
Assumes that filtered information does not get
processed – ever!
Figure 4.4 Broadbent’s (1958)
“split-scan” experiment.
- Evidence that information is
processed in channels
- What if the unattended message is
“charged” with something important?
(Names or “Help!” in Moray’s
shadowing experiments)
- SOME processing of the unattended
message
Figure 4.5 Gray and
Wedderburn’s (1960) “Dear
Aunt Jane” Experiment
Anne Treisman’s (1964)
channel-switching sentences
These experiments indicate
that (1) the unattended
message MUST be
processed and that (2) the
content of the unattended
message can command
attention
Must analyze physical
characteristics,
but also understands language!
Figure 4.6 Triesman’s Attenuator Model
What’s the difference?
• All messages get through, but one is usually strongest.
– What can alter the attenuator? (Attention and…)
– What happens when two messages have similar
strength?
Always scanning for
key words or phrases
• The Dictionary Unit will
change the controls on the
attenuator if it hears
something it likes
Treisman and Broadbent have developed Early
Selection Models
Late Selection vs. Early Selection
1. What determines which message gets through? Physical
Characteristics or meaning?
2. How much of the unattended message’s meaning is
processed? (Mackay, 1973)
“They threw stones at the bank.”
Late Selection vs. Early Selection
Figure 4.10 The Green and Bavelier (2003)
Experiments that
Suggest Late Selection
Slow
Experiments that
Suggest Early Selection
Fast
No
Diff!
Non-Gamers
Gamers
What does this say?
Figure 4.13
Consistent mapping condition for Schneider and
Schiffrin’s (1977) experiment.
Figure 4.14 With practice, a task can become
“automatic.” Just like Stroop.
...but changes can still interfere with
performance. “Automatic” processes still
require SOME cognitive resources.
Table 4.1 (p. 117)
Summary of Results Involving Consistent Mapping and Varied Mapping
Figure 4.16 Divided attention – There’s only so
much to go around.
Figure 4.17 Cell phones! – Hands free doesn’t help
your ability to apply the brakes!
Figure 4.18 (Brooks,
1968). It’s probably easier
to perform two tasks
simultaneously if they don’t
use common resources.
Memorize sentence, then
(1) say “Yes” or “No” or (2)
point to Y or N.
Speaking takes longer.
“John ran to the store to buy some oranges.”
Memorize shape, then
visualize it and outline it
(1) saying “Yes” each
time you turn an outside
corner or “No” each time
you turn an inside corner
or (2) point to Y or N.
Pointing takes longer.
Figure 4.20 (p. 121)
Display similar to those used by Liet al. (2002). One task in this
experiment was to decide whether the five letters in the center were the
same. Immediately after the letters appeared, a photograph that could
contain an animal was flashed off to the side for 27 msec. and
participants indicated whether or not an animal was present.
Figure 4.21 (p. 121)
Change blindness. Depends on what’s “important.”
Why is it easier here than in the book?
Figure 4.24 Attention as a spotlight. Try Spatial
Cueing NOW.
Figure 4.26 ...or is it a target?
Models of Attention
(a) Spotlight model:
(b) zoom lens model:
(c) object-based attention
Figure 4.28 Evidence for Object-Based attention.
Figure 4.29 Still works! What would Gestalt psychologists
have to say?
Figure 4.30 Physiological link for attention
processing?
Figure 4.31 (p. 130) The neglected area can drift!
Extra Credit!
• Andrew Shaffer’s Experiment!!