Psychology: Attention Types
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attention
the concentration of mental energy that must be used to process incoming information
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selective attention
active process of focusing on a specific stimulus while ignoring others
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limited attention
attention bottleneck
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automatic attention
items that lie outside of our conscious awareness
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priming
exposure to a stimulus that influences the processing of a susequent, related stimulus
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repetition priming
priming produced by a prior encounter with the stimulus (effortless)
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expectation-driven priming
detectors for inputs you think are upcoming are deliberately primed (effortful)
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facilitative priming
target stimuli is processed faster if preceeded by a related word
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negative priming effect
target stimuli is processed slower if preceeded by a word related to target's alternative meaning
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salient stimuli
stand out and grab attention (color, motion, orientation, intensity)
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attention capture
the involuntary focusing of attention, for example by a change in a stimulus which interrupts other processing
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habituation
decrease in responsiveness when exposed to a repeated stimulus
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dishabituation
a change in the stimulus or a new stimulus "resets" the system
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inattentional blindness
failure to perceive unexpected stimulus due to engagement in something else
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change blindness
failure to notice visual stimulus has moved or changed
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cocktail party effect
the brain's ability to focus auditory attention on a single speaker or conversation while filtering out background noises
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early selection
only attended input is analyzed and perceived, unattended informatino receives little to no analysis
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late selection
all inputs are analyzed, selection occurs after analysis, unattended information might be perceived but then forgotten
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dichotic listening technique
different stimuli is played in each ear
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shadowing
participants repeat back what they are hearing word for word as they hear it
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filters
a mechanism that blocks potential distractors from further processing (suppression of distractions)
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signal detection theory
consiously trying to discriminate between a target and background noise, many factors influence the threshold
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response criterion (general)
the willingness to say yes to certain tasks
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liberal and conservative response criterion
more likely to say yes or no to a task
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what are some factors that effect response criterion?
type of task, personality, and the costenefit of doing well or poorly at a task
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vigilance
sustained attention
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what happens to vigilance over time?
decreases rapidly due to fatigue
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biased competition theory
attention creates a temporary bias in neuron's sensitivityecoming more responsive to what aligns with expectations
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inattentional blindness
failure to perceive unexpected stimuli that is in plain sight
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spatial attention
the mechanism through which people allocate processing resources to particular positions in space, so that they more efficiently process any inputs from that region in space
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limited capacity system
extra resources given to one process may take away from other areas of processing
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spatial attention (spotlight beam)
movement of attention, not the eyes
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orienting system
shift attention from one target to another
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alerting system
maintain alert state in brain
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executive system
control voluntary actions
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divided attention
the skill of performing multiple tasks simultaneously
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when does divided attention fail?
if the combo of tasks exceeds our attention resources
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executive control
mechanisms that allow us to control our thoughts, organize mental steps, and shift plans or strategy
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what region of the brain is responsible for executive controls?
prefrontal cortex
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reservation center
tendency to produce the same response over and over when the tAsks requires some change in response
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goal neglect
difficulty organizing behavior towards a goal
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automaticity
tasks that are well practiced and require little to no executive control (autopilot)
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memory
the mental process of acquiring, encoding, storing, and retrieving information
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acquisition
process of coding and putting info into memory
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storage
holding or maintaining info from memory
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retrieval
locating or recovering info from memory
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explicit memory
the concious and purposeful recollection of information (rememboring)
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implicit memory
previous experiences change performance on a task without conscious awareness (priming)
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free recall
recalling all the items on a list that was shown
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cued recall
participants are given a cue to facilitate recall
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serial recall
recalling the order of items as well as names
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recall
individual generates the memory after being given a broad cue identifying the information sought, requires memory search and connections
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recognition
info is presented, the individual must decide it is the sought after info
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what happens when the source memory is missing?
individuals often depend on familiarity
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modal model
incoming info, sensory memory, short-term memory, long-term memory
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sensory memory (modal)
plays a minimal role
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short term memory (modal)
a status or activity rather than a place
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working memory
a dynamic form of short term storage that contains currently activated ideas or thoughts that are being worked on by a specific set of operations
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primacy effect
better memory for the first few items relative to middle items
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recency effect
better memory for the last few items
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what brain region is activated by long-term memory?
hippocampus
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what brain region is activated by working memory?
perirhinal cortex
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digit span task
participants see a series of numbers and are asked to recall, the sequence increases until memory failure
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chunking
a set of info can be condensed into smaller chunks of info
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operation span
measures the capacity when working memory is "working"
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central executive (baddeley's model)
focuses, plans, and switches attention
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articulatory loop (baddeley's model)
used to maintain and process acoustic info (rehearsing)
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phonological store (baddeley's model)
holds acoustic info for 1-2 seconds (inner ear)
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visuo-spatial sketch pad (baddeley's model)
used to maintain and process visuo-spatial info (inner eye)
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episodic buffer (baddeley's model)
used for storage of sounds and sights (mixing acoustic, visual, and other info)
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maintenance rehearsal
repitition
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rational/elaborative rehearsal
thinking deeply about info
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incidental learning
learning in the absence of an intention to learn
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intentional learning
deliberate, with the expectation that memory will later by tested
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depth of processing
connections between to-be-remembered items, memories, and contents facilitates retrieval
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shallow processing
superficial engagement with the material
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deep processing
requires thinking about the meaning of the material
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memory acquisition
memory is facilitated by organization and understanding
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