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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!!