Lecture 4 - Selective Attention Flashcards

1
Q

What did Cherry (1953) do

A

Cherry (1953)

  • Dichotic listening
  • ‘Shadow’ the message to one ear and
    ignore message to other ear
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2
Q

What did Cherry (1953) find

A
  • After shadowing, pps were asked about semantic content of ‘unattended’ message
  • Didn’t notice if language changed from English to German
    -or if speech was reversed
  • Gender of speaker and if the message contained speech or nonspeech sounds was remembered
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3
Q

What are the conclusions of Cherry (1953)

A
  • People process ‘unattended’ information ONLY to level of physical features
  • No semantic information is available from ‘unattended’ message
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4
Q

What is the early selection model

A

Broadbent (1958)

  • Filtering occurs at early stage of analysis (before meaning)
  • Brain filters out any message without appropriate ‘physical’ characteristics

Arrows represent information passing through different stages

Early Selection Model
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5
Q

What did Moray (1959) find in his version of a dichotic listening task

A

Used 2 alternative forced choice procedure (2AFC)

  • Even a word repeated 35 times in unattended ear wasn’t recognised
  • BUT if that word was pp’s own name, they did report hearing it (only for 33% of pps)

2AFC means that instead of asking an open ended q 2 options are presented and pps are asked to pick which is right

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6
Q

What did Gray & Wedderburn (1960) find in their version of a dichotic listening task

A

Split-span experiment

  • 40% reported by ear
  • 60% reported by meaning

Conlusion is the ‘unattended’ message was processed for content after all (by at least 60% of pps)

Messages alternate by ear "Dear Aunt Jane" and "3 4 5"
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7
Q

What is the late selection model

A

Deutsch and Deutsch (1963)

  • All inputs encoded & analysed in
    parallel to semantic level
  • Selective filtering only occurs at conscious awareness

Arrows represent information passing through different stages

Filtering happens later rather than earlier
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8
Q

What is evidence in support of the late selection model

Deutsch and Deutsch (1963)

A

Corteen & Dunn (1974)

Training: City names paired w/ electric shock
-Subjects sweat when they hear any
city name

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9
Q

What was the procedure of Corteen & Dunn (1974)

A
  • Training: City names paired w/ electric shock
    -Subjects sweat when they hear any city name
  • Test: Shadow one ear and ignore other
    -Press a button if you hear a city name in either ear
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10
Q

What is the measures of Corteen & Dunn (1974)

A
  • Test: Shadow one ear and ignore other
    -Press a button if you hear a city name in either ear
  • Measures: galvanic skin responses (GSRs) & button presses to city names.
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11
Q

What is a galvanic skin response (GSR)

A

Measures the skin’s electrical changes

irt sweat gland activity in fingers & palms

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12
Q

What did Corteen & Dunn (1974) find

A
  • 42% of city names in ‘unattended’ ear elicit a GSR (30% for non shock associated city names)
  • On only 2% of these trials did the pp make a button press response
  • Different measures of awareness of ‘unattended’ stimuli give different results
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13
Q

What is the attenuator model

A

Treisman (1964)

  • Unattended information is ‘attenuated’
    -not filtered out completely
  • All inputs are analysed for meaning
    -but some signals are now weaker than others
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14
Q

What is the dictionary analysis filter in the attenuator model

Treisman (1964)

A
  • The dictionary analysis units act as the final filter
  • Different words have different trigger thresholds (e.g. your name has a low threshold)

words are attenuated based on significance
-words with little significance have high thresholds and get stopped by this filter
vice versa

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15
Q

What are the advantages of the attenuator model

Treisman (1964)

A
  • Allows for nuance
  • Builds upon the foundation of previous models
  • Aims to explain why some words pass through & others don’t
    -which other models fail to explain
  • Thresholds of certain words can change over time as well
    -taking into account the “dear aunt jane” / “1 2 3” example, the context of the prior words lowers the threshold for the following ones, which explains why those words are more easily detected
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16
Q
A