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U1 Psychology of Cognition 213 > Lecture 7 > Flashcards

Lecture 7 Flashcards

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1
Q

what is Apophenia

A

Seeing meaning in the meaningless

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2
Q

explain Top-down processing

A

¤Expectations based on the context in which you are perceiving
¤ The letter in context effect
¤We can still read wrods that aren’t spelled corectly in sentences
¤The color in context effect
¤ We see colors differently depending on the condition (e.g. lighting)

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3
Q

can emotion affect visual perception

A

yes– an example of top down processing

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4
Q

what was the experiment done with emotions impacting visual perception

A

¤ The perception of visual angles changes with fear
¤ Participants stood at the top of a hill on a skateboard
¤ They estimated the slant of the hill
¤ Those who were scared judged (perceived) the hill as steeper

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5
Q

can perception of colour change with emotion

A

yes

Being in sad mood makes it more difficult to perceive blue than when in a happy mood

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6
Q

in short, what is the difference between top down and bottom up processing

A

¤Top-down processing
¤ You let your model of the world influence your perception
¤Bottom-up processig
¤ You build perception into a model of the the world

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7
Q

What is them most used definition of attention?

A

Processes we use to monitor information

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8
Q

What are some characteristics of attention?

A

¤ Flexible ¤ Voluntary ¤ Limited

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9
Q

Why is there is not a clear consensus about the definition (or existence) of attention?

A

¤ Attention acts in concert with other cognitive processes (it coincides with other things that are happening; such as perceiving something) attention is not a stand-alone
¤ We must study something else (e.g., perception) to study attention

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10
Q

what are the Components of attention

A

top-down attentional modulation
bottom-up attention competition
arousal mechanicsm

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11
Q

what is top-down attentional modulation essentially

A

Observer guides attention -controlled attention (like when you want to pay attention in class, you have a GOAL and a MOTIVATION to do so)

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12
Q

what is arousal mechanisms essentially

A

Alerting attention -awareness (like amount of stress– too much and too little is bad but there is a happy medium that is optimal)

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13
Q

what is this lecture going to focus on with regard to attention (which component)

A

top-down attentional modulation

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14
Q

what are the 3 types of Top-down attention

A

¤ Selective attention

¤ Sustained attention

¤ Divided attention

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15
Q

what is Selective attention

A

¤ Attending to one thing while ignoring everything else (irrelevant information)
(choosing to only focus on lecture)

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16
Q

what is Sustained attention

A

¤ Maintaining focus on a particular task or stimuli
¤ Vigilance
(security at airports have to maintain for long periods of time)

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17
Q

what is Divided attention

A

¤ Shifting attentional focus between tasks
¤ Effectively multi-tasking
(watching movie and eating popcorn)

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18
Q

define selective attention

A

Attending to relevant information and ignoring irrelevant (distracting) information

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19
Q

why is selective attention a necessary function

A

A necessary function because we have a limited amount of processing ability ¤ We need to select what is important for further processing

this is a bottle neck approach– we get a LOT of info, but focus only on the important things

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20
Q

what are the Problems with selective attention

A

Focusing on one task causes filtering out of other information
Inattentional blindness

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21
Q

what is Inattentional blindness

A

the failure to notice a fully-visible object because your attention is engaged somewhere else

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22
Q

what is Another way to view selective attention

A

Not processing what is considered distracting information

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23
Q

what is Space-based attention

A

“The spotlight of attention” metaphor
¤ Attention zeroes in on a particular region in space
(like a spotlight, we focus on one thing and ignore the rest)

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24
Q

what is the criticism of Space-based attention

A

we don’t always attend to information along a path
¤ We can move attention from object to object
¤ Attention ‘jumps’ in space
(if this was true, then we should be have attention all the way to the next thing we focus on but it is not that case)

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25
Q

what are other names for Spatial neglect

A

Also called hemispatial or unilateral neglect

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26
Q

what causes Spatial neglect

A

Damage to higher order visual areas in the
parietal lobes
¤ Integrates of sensory information
¤ Top down processing of spatial information
¤ Directs spatial attention (this is all damaged)

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27
Q

what is Spatial neglect

A

There is a neglect or inattention to spatial information in ‘contralesional’ space

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28
Q

Spatial neglect when what side of the brain is damaged

A

Neglect is more severe following right hemisphere damage ¤ Right hemisphere is specialized for spatial processing

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29
Q

Spatial neglect impacts what sensory modality

A

It can occur across sensory modalities (not just vision) (this is why it is thought to be an attention deficit)

30
Q

is Spatial neglect due to impairments in lower-level visual processing

A

It is NOT due to impairments in lower-level visual processing

31
Q

Symptoms and internal representations of spatial neglect

A

¤ Left side of the world does not exist
¤ Read only part of a word that is on the
right side
¤ Eat from one side of the plate
¤ There is a bias in description of imaginations and memories
¤ Pointing out deficits doesn’t fix it

32
Q

what is object based attention theory

A

move attention based on objects/features (the WHAT)

33
Q

what does the spotlight theory focus on

A

move attention based on spaces (the WHERE)

34
Q

what does Object based attention theory tell us about how the brain processes information/attention

A

¤ Face-selective cortical processing when attention directed to faces
¤ Place-selective cortical processing when attention directed to houses

35
Q

what is the basic idea of all filter models of attention

A

¤ There is a filter in our information-processing pipeline ¤ Prevents us from becoming overloaded

36
Q

what is the main difference between filter models of attention

A

¤ Where does attention ‘act’ along the processing pipeline? ¤ Where is this filter?

37
Q

what is the agreed upon flow of attention to the brain (that all filter models work around)

A

stimuli– registration– perceptual analysis– semantic analysis– response

38
Q

who came up with the Early Selection model

A

Broadbent

39
Q

what is the early selection model (broadbent)

A

You don’t interpret what is not being attended

the filter is on ‘perceptual analysis’

40
Q

what experiment went with broadbent’s early selection model

A

Dichotic listening tasks

41
Q

explain Dichotic listening tasks

A

¤ Present participants with 2 simultaneous messages – one to each ear
¤ E.g., pairs in digits
¤ Participants are better able to recall digits
ear by ear compared to pair by pair
¤ Better at remembering 2,5,6 and 8,4,1 than the pairs 2,8 then 5,4 then 6,1

42
Q

what was the result of Dichotic listening tasks

A

¤ This is evidence that information is selected at the physical level (the ear)
¤ Filtering occurs early on in processing

43
Q

what was the experiment that did a version of the dichotic listing tasks and further provided evidence for the early filter model

A

same thing but they used actual sentences instead and told people to listen to only one ear and identify what was said

44
Q

what was the result of the shadowing tasks (the spin off of dichotic listening tasks)

A

¤ People do not remember the content of the unattended message
¤ They don’t notice if that unattended message was in a foreign language
¤ But they notice perceptual features of the unattended message
¤ They notice if there was a new noise; They are able to identify the sex of the speaker
¤ This is evidence that unattended information is not processed for meaning (semantics)

45
Q

what is some Evidence against the early filter

A

¤We seem to process the meaning of unattended information in certain situations
¤At a party, you can attend to one conversation and hear your name from a non-attended-to conversation
¤The meaning of unattended information (your name) is analyzed for meaning and not just for perceptual features

46
Q

what was the experiment done to provide evidence against the early filter model

A

¤Von Wright et al (1975)
¤ Phase one: participants were presented with a word (e.g., apple) + electric shock
¤ Phase two: A shadowing task with the ‘shocked’ word in the unattended message
¤ Participants had increased skin conductance – indicating arousal - when the ‘shocked’ word was presented in the unattended ear

47
Q

what is Treisman’s Attenuation Theory

A

¤ An early filter model that states that the the filter attenuates (turns down) unattended information (not an on or off version)

aka information passes but some of it is weaker

48
Q

what does Attenuation Theory explain

A

Can explain why some unattended material can be processing for meaning ¤ What is important

49
Q

what is the idea of Late selection filter models

A

We process relevant (attended) and irrelevant (non-attended) information and select what we want to attend to at the level of the meaning
Filter is placed on ‘semantic analysis’ (the 4th step in the chart)

50
Q

where is the filter located in Attenuation Theory explain

A

between short term story and the analysis

51
Q

what is the Stroop Task

A

Naming the COLOR (not the word printed) – a conflict resolution task

52
Q

what is the is the stroop task used to prove

A

Late selection filter models

53
Q

what are the different types of processes

A

controlled and automatic

54
Q

what is controlled processes and how does it relate to the troop task

A

Controlled processing: Activities we must effortfully attend to consciously
¤ Stroop: naming the color ink (top down)

55
Q

what is automatic process and how does it relate to the stoop task

A

Automatic processing: Activities that do not require conscious attention to run smoothly
¤ Stroop: reading the name of the color
(bottom up)

56
Q

what experiment tested Controlled and automatic processes

A

¤ Raz et al. 2003
¤ Used hypnosis to get people to think color words were
meaningless
¤ Hypnotized to believe the text was in a different language so the meaning of the words (i.e., color) would not be automatically processed
¤ This eliminated the Stroop effect
¤ Automatic processing of the meaning of the distracting information (color word) did not interfere with naming the color ink
¤ Also shows that automatic processes can be affected by top-down processes

57
Q

what theory Resolves the ‘filter’ debate

A

The load theory

58
Q

what is The load theory

A

Filtering will occur at different points in the processing pipeline depending on the task demands
¤Perception and attention have a limited capacity but we process to capacity
¤ We want to use up all our resources during a task
¤Task difficulty determines how and when we select our attention to reach this capacity
¤ Perceptual load

59
Q

according to The load theory, explain what a difficult task with a high load means

A

¤ Processing all information (relevant and irrelevant) perceptually will exceed capacity
¤ Attention is selected early
¤ Focused attention
¤ E.g., The perceptually demanding task during the ‘Gorilla video’ is why you don’t see the Gorilla

60
Q

according to The load theory, explain what an easier task with a low load means

A

¤ Processing all information (relevant and irrelevant) perceptually is within capacity ¤ Attention is selected later
¤ Process irrelevant information
¤ Unfocused attention

61
Q

what does the load theory say about demand

A

¤Perceptually demanding tasks
¤ We aren’t distracted by other information because our processes are ’used-up’
¤ Like a early selection filter
¤Perceptually non-demanding tasks
¤ We are open to distraction and will process task-irrelevant information
¤ Like a late selection filter

62
Q

explain how demand works according to the load theory with the example of ‘there is a fly buzzing around the room’

A

¤ Perceptually demanding task
¤ In a lecture where it is hard to hear the professor
¤ Attention is used up for listening to the lecture
¤ You won’t hear that fly
¤ Perceptually non-demanding task
¤ In a lecture where it is extremely easy to hear the professor
¤ There are some attentional resources remaining
¤ You hear that fly

63
Q

Increasing the perceptual load of relevant information may prevent what (according to load theory)

A

processing distracting information

64
Q

Increasing the perceptual load of relevant information may prevent processing distracting information, This information could be used to improve attention in who

A

groups that are prone to distraction (schizophrenia, ADHD)

65
Q

what experiment proved ‘Increasing the perceptual load of relevant information may prevent processing distracting information’

A

people asked to look at screen and identify a letter among many…. the more letter sheer were the FASTER people could find the letter they were looking for!

66
Q

Capacity models of load theory: what are the Two views

A

Central resource capacity and Multiple resource capacity

67
Q

what is Central resource capacity

A

¤ One resource pool from which all attention resources are allocated ¤ The same pool for visual, auditory, taste, etc. attentional tasks
¤ Attention is like cognitive effort

68
Q

what is Multiple resource capacity

A

¤ Multiple resources from which attention resources are allocated
¤ Different attentional resources for vision, auditory, etc.
¤ Attentional limits depend on the similarity of the modality of relevant and irrelevant information
¤ E.g., attention capacity is reached sooner if relevant and irrelevant information is from the same modality

69
Q

what is Some support for central resource capacity (what experiment was done)

A

¤ Driving simulator task (a visual task) under two conditions ¤ Low (auditory) load – no radio
¤ High (auditory) load - listen to the radio
¤ Test the awareness of a visually unexpected object

found that it was easer to seen un expected object when there was a low load (no radio)

70
Q

what is some Support for a multiple resource capacity

A

¤ In a brain scanner, participants heard words under two conditions
¤ Low auditory load – detect a louder voice
¤ High auditory load – detect a two syllable word
¤ During both conditions, participants saw irrelevant visual motion
¤ Told to ignore this visual information
¤ Visual areas of the brain were active at the same level for both conditions
¤ Visual information processing isn’t affected by attentional demands of an auditory task

U1 Psychology of Cognition 213 (21 decks)

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