4. Varieties of Attention: Division, Switching and Application Flashcards
multiple resource theory: task factors
similar tasks produce more interference
- shared modalities, e.g. A/V
- same processing channel (code) e.g. spatial/verbal
- some processing stages e.g. encoding, central processing, responding
multiple resource theoery: learning
- well-practiced tasks are subject to less interference from other (concurrent) tasks
- extent of practice = degree of automaticity
- we may be process faster than our conscious systems
divided attention and practice
refer to slide 6 for example of study
theories of divided attention: what is their goal?
- these models attempt to understand methods that can decrease interference and how this relates to automaticity
- RECALL McGurk effect
theories of divided attention: central capacity
- info processing capacity can be general (amodal)
- can be used across different settings and stimuli
theories of divided attention: modular capacity
- numerous specific info-processing systems (evidence from neuroscience) work independently
- BUT can be coordinated to complete a task
general capacity limitations
if performance decreases whne participants are presneted with stimuli in two modalities (e.g. visual and auditory), there is 1 general capacity limitation
specific capacity limitation
if performance decreases when participants are presented with a single (compound) stimulus that has 2 dimensions (e.g. colour and size), there must be multiple, independent capacities
Lindsay, Forbes, and Taylor: divided attention study
results
- found that how participants’ attention was divided was critical to their performance
- dividing attention decreases performance
- performance was worse when attention was divided within a modality (e.g. brightness and size) relative to between modalities (brightness and loudness)
videogames and SR mappings
- when playing a video game, you must learn that a certain set of keys will perform an action and another requires a different set
- SR mappings
- RECALL Flanker Task (F + P = associated together as a target set)
- as you become accustomed to one video game, and stitch to another, you create interference
task switching
- associating many responses/ideas toegther underscores the importance of a task set
- task set: temporary top-down organization that facilitates some responses, while inhibiting others
- task switching = shifting from one response set to another
**becoming an expert helps
switching costs
- increase in RT and decrease in ACC
- due to the need to remap S and R
- if the task set changes, we don’t know what we are looking at
automatic processes
- fast, obligatory processing unaffected by capacity limitations and unavailable to introspection
- with practice, complex tasks (e.g. driving) can become automatic
- explicit to implicit
controlled processing
- slow, flexible processing, affected by capacity limitations
- requires attention
varied and consistent mapping - Shneider and Shiffrin experiment: the effects of automatic processing
refer to slides 19-20-21
conclusions:
1. automatic processing is NOT always beneficial
- may adapt to certain env. but may not be transferable to other situations
2. automaticity “frees” more attentional resources for other tasks, increases performance
3. automaticity produces rigidity, which can create performance decrements
4. in instances where flexibility is required, controlled processes should be used
supervisory attention system
- explicit process that intervenes in automatic process
- shift proposed = discrete (all or none)
- we switch to controlled processing
** RECALL instant space theory
instant space theory
instance theory of automatization
- separate memory trace for each event
- practice creates additional memory for events and activation of processes
- practice facilitates retirval of memory of past events
- automaticity = memory retrival
- memory becomes higher than conscious system
- memory retrieval is ALWAYS automatic
consistent mapping tasks
- promote storage of similar memories - more traces
- “novice performance = limited by lack of knowledge rather than lack of resources”: experts know what to look for
- there are other pathways but they are lower
- we are building up patterns of activation
current models of automaticity
- new theories porpose that rather than FASTER processing, automaticity = best construed as more EFFICIENT
- navigating in Ottawa example
2 systems: System 1 and System 2
S1: associative system
- automatic
- holistic
- parallel
- low capacity requirements
- relatively fast
- highly contextualized
S2: analytic system
- rule-based
- controlled
- serial
- high capacity requirements
- relatively slow
- highly decontextualized
attention vs awareness
- not the same thing
- awareness:
1. requires attention, STM + LTM
2. we need early filtration of noise to find signal
3. we can’t fully attend to stimuli unless we process it - attention:
1. acts as gateway for all other mental operations
2. thus, affects everything we do
dual-task paradigm
- cell-phone study and passenger study
- refer to slides 31 to 38
