Attentional process in reading: The effect of pictures on the acquisition of reading responses.

1967 ◽  
Vol 58 (6, Pt.1) ◽  
pp. 337-342 ◽  
Author(s):  
S. Jay Samuels
Keyword(s):  
Attentional Process

Saliency-based Rhythmic Coordination of Perceptual Predictions

2020 ◽  
Vol 32 (2) ◽  
pp. 201-211 ◽  
Author(s):  
Qiaoli Huang ◽  
Huan Luo
Keyword(s):  
Temporal Dynamics ◽  
Theta Band ◽  
Behavioral Profile ◽  
Fine Grained ◽  
Attentional Process ◽  
Behavioral Measurement ◽  
Processing Resources ◽  
Rhythmic Coordination ◽  
The Brain ◽  
Different Levels

Objects, shown explicitly or held in mind internally, compete for limited processing resources. Recent studies have demonstrated that attention samples locations and objects rhythmically. Interestingly, periodic sampling not only operates over objects in the same scene but also occurs for multiple perceptual predictions that are held in attention for incoming inputs. However, how the brain coordinates perceptual predictions that are endowed with different levels of bottom–up saliency information remains unclear. To address the issue, we used a fine-grained behavioral measurement to investigate the temporal dynamics of processing of high- and low-salient visual stimuli, which have equal possibility to occur within experimental blocks. We demonstrate that perceptual predictions associated with different levels of saliency are organized via a theta-band rhythmic course and are optimally processed in different phases within each theta-band cycle. Meanwhile, when the high- and low-salient stimuli are presented in separate blocks and thus not competing with each other, the periodic behavioral profile is no longer present. In summary, our findings suggest that attention samples and coordinates multiple perceptual predictions through a theta-band rhythm according to their relative saliency. Our results, in combination with previous studies, advocate the rhythmic nature of attentional process.

Selective attention in pigeon temporal discrimination

2018 ◽  
Vol 72 (2) ◽  
pp. 298-310 ◽  
Author(s):  
Shrinidhi Subramaniam ◽  
Elizabeth G E Kyonka
Keyword(s):  
Experimental Investigation ◽  
Selective Attention ◽  
Conditional Probability ◽  
Temporal Discrimination ◽  
Functional Relation ◽  
Discrimination Accuracy ◽  
Gaussian Functions ◽  
Attentional Process ◽  
Highly Correlated ◽  
Light Color

Cues can vary in how informative they are about when specific outcomes, such as food availability, will occur. This study was an experimental investigation of the functional relation between cue informativeness and temporal discrimination in a peak-interval (PI) procedure. Each session consisted of fixed-interval (FI) 2- and 4-s schedules of food and occasional, 12-s PI trials during which pecks had no programmed consequences. Across conditions, the phi (ϕ) correlation between key light color and FI schedule value was manipulated. Red and green key lights signaled the onset of either or both FI schedules. Different colors were either predictive (ϕ = 1), moderately predictive (ϕ = 0.2-0.8) or not predictive (ϕ = 0) of a specific FI schedule. This study tested the hypothesis that temporal discrimination is a function of the momentary conditional probability of food; that is, pigeons peck the most at either 2 s or 4 s when ϕ = 1 and peck at both intervals when ϕ < 1. Response distributions were bimodal Gaussian curves; distributions from red- and green-key PI trials converged when ϕ ≤ 0.6. Peak times estimated by summed Gaussian functions, averaged across conditions and pigeons, were 1.85 and 3.87 s; however, pigeons did not always maximize the momentary probability of food. When key light color was highly correlated with FI schedules (ϕ ≥ 0.6), estimates of peak times indicated that temporal discrimination accuracy was reduced at the unlikely interval, but not the likely interval. The mechanism of this reduced temporal discrimination accuracy could be interpreted as an attentional process.

Spontaneous Focusing On Numerosity and its Relation to Counting and Arithmetic

2014 ◽  
Author(s):  
Minna M. Hannula-Sormunen
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Learning Difficulties ◽  
Exact Enumeration ◽  
Exact Number ◽  
Attentional Process ◽  
Number Recognition

This chapter reviews recent research investigating children’s Spontaneous Focusing On Numerosity (SFON) and considers the role it might play in the development of counting and arithmetical skills. SFON refers to a process of spontaneously (i.e. not prompted by others) focusing attention on the exact number of a set of items or incidents. This attentional process triggers exact number recognition and using the recognized exact number in action. The chapter describes how SFON tendency can be assessed, and suggests the measures of it to be indicators of the amount of a child’s self-initiated practice in using exact enumeration in his or her natural surroundings. The studies show that SFON tendency in early childhood is positively and domain-specifically related to the development of numerical skills up to the end of primary school. Promoting SFON tendency could be a potential way of preventing learning difficulties in mathematics.

Meta-Attention: The Development of Awareness of the Attentional Process

1982 ◽  
Vol 106 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Ann B. Loper ◽  
Daniel P. Hallahan
Keyword(s):  
Attentional Process

Use of a Verbal Fluency Measure in Understanding and Evaluating Adhd as an Executive Function Disorder

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1187-1192 ◽  
Author(s):  
Leonard F. Koziol ◽  
Chris E. Stout
Keyword(s):  
Frontal Lobe ◽  
Verbal Fluency ◽  
Frontal Lobe Dysfunction ◽  
Treatment Facility ◽  
Diagnostic Screening ◽  
Hyperactivity Disorder ◽  
Cohort Group ◽  
Attentional Process ◽  
Frontal Lobe Function ◽  
Adhd Children

A primary characteristic of Attention Deficit Hyperactivity Disorder (ADHD) is an inability to establish and maintain sustained attention, which is speculated to reflect frontal lobe involvement. The Knight Verbal Fluency measure was administered to 19 ADHD inpatient boys and to a cohort group of 7 children who were matched for mean age, psychiatric diagnosis (depression), treatment facility, and examiner but were without the diagnosis of ADHD. Analysis indicated that ADHD children performed significantly lower than expected and lower than the similar non-ADHD children. These findings lend support to the hypothesis that frontal lobe dysfunction is involved in attentional process disorders and suggests the potential clinical usefulness in the diagnostic screening of ADHD children of a simply administered measure amenable to interpretation of frontal lobe function.

Assessing the Appeal Power of Narrative Performance by using Eyeblink Synchronization among Audience

2016 ◽  
pp. 304-321 ◽  
Author(s):  
Ryota Nomura ◽  
Takeshi Okada
Keyword(s):  
Empirical Studies ◽  
Standard Basis ◽  
Sense Making ◽  
Collective Behaviors ◽  
Attentional Process ◽  
The Common ◽  
Narrative Performances ◽  
Narrative Performance ◽  
New Research

In this chapter, the authors showed that eyeblink synchronization enables researchers to investigate the appeal power of narrative performance empirically. The proposed method relies on the ability of audience members as epistemic agents to recognize and understand the performance. As spontaneous eyeblinks loosely co-vary with individual's allocation and release of attentions, the timings of eyeblinks could be entrained by the details of narrative performances as the common inputs. Thus, the standard basis accumulated by the collective eyeblink responses enables experimenter to judge whether or not a particular performance contains universal appeal to sense-making. Here, the authors introduced that the empirical studies to assess the appeal power of Rakugo (a traditional narrative performance). An expert artist, compared to a novice performer, created implicit breakpoints on participants' attentional process. It were discussed that the applicable scopes of the eyeblink relevant indices, upcoming research on eyeblink synchronization, and new research on human collective behaviors.

The Use of Eye-Gaze to Understand Multimedia Learning

2018 ◽  
pp. 661-680
Author(s):  
Malinda Desjarlais
Keyword(s):  
Multimedia Learning ◽  
Recall Performance ◽  
Eye Gaze ◽  
Learning Phase ◽  
Attentional Process

There is great interest in how learners construct knowledge when presented with multimedia. Although information has been gained from evaluating recall performance across multimedia conditions, the use of eye-gaze indices for understanding multimedia learning is becoming increasingly popular. Within the multimedia learning literature, researchers have used duration, frequency and sequence of fixations as well as shifts in eye-gaze to identify differences regarding the selection, organization, and integration of information among learners. The current chapter provides a discussion of eye-gaze measures that have been employed in multimedia research and their related interpretations for the attentional process that takes place during the learning phase. In addition, considerations for using eye-gaze measures to understand multimedia learning are presented.

The Use of Eye-gaze to Understand Multimedia Learning

2017 ◽  
pp. 122-142 ◽  
Author(s):  
Malinda Desjarlais
Keyword(s):  
Multimedia Learning ◽  
Recall Performance ◽  
Eye Gaze ◽  
Learning Phase ◽  
Attentional Process

There is great interest in how learners construct knowledge when presented with multimedia. Although information has been gained from evaluating recall performance across multimedia conditions, the use of eye-gaze indices for understanding multimedia learning is becoming increasingly popular. Within the multimedia learning literature, researchers have used duration, frequency and sequence of fixations as well as shifts in eye-gaze to identify differences regarding the selection, organization, and integration of information among learners. The current chapter provides a discussion of eye-gaze measures that have been employed in multimedia research and their related interpretations for the attentional process that takes place during the learning phase. In addition, considerations for using eye-gaze measures to understand multimedia learning are presented.

Sign in / Sign up

Export Citation Format

Share Document