Attention affordances: Applying attention theory to the design of complex visual interfaces.

Journal of Experimental Psychology Applied ◽

10.1037/xap0000349 ◽

2021 ◽

Author(s):

Emil Andersen ◽

Kosa Goucher-Lambert ◽

Jonathan Cagan ◽

Anja Maier

Keyword(s):

Attention Theory ◽

Visual Interfaces

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Latent Inhibition and Conditioned Attention Theory

10.1017/cbo9780511529849 ◽

1989 ◽

Cited By ~ 344

Author(s):

R. E. Lubow

Keyword(s):

Latent Inhibition ◽

Attention Theory

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Attention theory and in-group bias: Effects of intergroup differentiation on category learning

PsycEXTRA Dataset ◽

10.1037/e527772014-171 ◽

2011 ◽

Author(s):

Dario Sacchi ◽

Jeffrey Sherman

Keyword(s):

Category Learning ◽

Attention Theory

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A user study of auditory versus visual interfaces for use while driving

International Journal of Human-Computer Studies ◽

10.1016/j.ijhcs.2007.11.001 ◽

2008 ◽

Vol 66 (5) ◽

pp. 318-332 ◽

Cited By ~ 66

Author(s):

Jaka Sodnik ◽

Christina Dicke ◽

Sašo Tomažič ◽

Mark Billinghurst

Keyword(s):

User Study ◽

Visual Interfaces

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Attention Theory and Training Research

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/154193128703100608 ◽

1987 ◽

Vol 31 (6) ◽

pp. 648-651 ◽

Cited By ~ 2

Author(s):

James G. Connelly ◽

Christopher D. Wickens ◽

Gavan Lintern ◽

Kelly Harwood

Keyword(s):

Mental Workload ◽

Open Loop ◽

Flight Simulation ◽

Complex Task ◽

Time Sharing ◽

Attention Theory ◽

Stimulus Response ◽

Training Research ◽

Complex Training ◽

The Stability

This study used elements of attention theory as a methodological basis to decompose a complex training task in order to improve training efficiency. The complex task was a microcomputer flight simulation where subjects were required to control the stability of their own helicopter while acquiring and engaging enemy helicopters in a threat environment. Subjects were divided into whole-task, part-task, and part/open loop adaptive task groups in a transfer of training paradigm. The effect of reducing mental workload at the early stages of learning was examined with respect to the degree that subordinate elements of the complex task could be automated through practice of consistent, learnable stimulus-response relationships. Results revealed trends suggesting the benefit of isolating consistently mapped sub-tasks for part-task training and the presence of a time-sharing skill over and above the skill required for the separate subtasks.

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