MORAY

Attention is __ , we choose what to focus on

Selection

Psychologists argue there are more sensations than can be handled by the __ __ of humans

Cognitive capabilities

To cope with the information, humans must __ __ to some information and __ __ the rest

Selectively attend, tune out

BROADBENT-We __ process all the stimuli we are exposed to

Cannot

BROADBENT-__ __: choosing what stimuli to attend to

Selective attention

BORADBENT- __ __: trying to attend to too many stimuli at once, it is harder to process and recall the stimuli

Divided attention

CHERRY- used __ __ tasks: playing 2 different messages to each ear

Dichotic listening

CHERRY-One message is ___: repeated out loud by the participants

Shadowed

Cherry-Found participants could not recall any information presented in the ___ message, due to not paying attention to it

Non-shadowed

Cocktail Party Affect: Sometime stimuli that we are can ‘break’ the __ __

Inattentional barrier

Cocktail Party Affect-Affective information:

emotionally relevant information

RESEARCH METHOD:

Lab experiment

How data is gathered:

Self report (ordinal counts)

Exp1-AIM: to __ __ __

Replicate Cherry’s findings

Exp1-Sample:

Unknown amount

Exp1-Design

Repeated measures

Exp1-IV:

Unattended word list, the attended and a control list

DV:

Average number of words recognised

Exp2-AIM: whether hearing your name in the __ __ would be processed

Unattended stimuli

Exp2-SAMPLE: __ participants

12

Exp2-DESIGN:

Repeated measures

Exp2-IV: instructions were __ by participants own name or not

Prefixed

Exp2-DV:

The average number of instructions heard

Exp3-AIM: whether being warned that recall would be tested would help process and recall the ___ __

Non-attended stimuli

Exp3-SAMPLE: _ groups of __ participants

2, 14

Exp3-DESIGN:

Independent measures

Exp3-IV: instructed to focus on all info in rejected ear or __ __ in rejected ear

Just digits

Exp3-DV:

The average number of digits correctly reported

EXP1-A list of simple words was presented __ times to one ear whilst they __ a prose message in the attended ear

35, shadowed

EXP1-Then participant were given a ___ __, presented in a pseudo random order

Recognition test

EXP1-Researchers measured the __ __ __ participants reported recalling from each list

Number of words

EXP1-__ __ was used to ensure participants aren’t lying

Control list

EXP1 RESULTS-Participants were significantly __ __ to remember words from attended list rather than rejected list11

More likely

EXP1 RESULTS-Low rejected list score wasn’t caused by delay as participants could remember __ __

Attended words

EXP2-Compared whether it is __ to attend to affective or non affective content

easier

EXP2-Participants shadowed __ passages of fiction in the __ ear

10, attended

EXP2-During _ of the passages instructions were inserted into unattended ear

6

EXP2- _ of the unattended instructions were __ with the participants name, 3 were not

6, prefixed

EXP2 RESULTS-Number of times presented differ (_/_) because some participants got confused as to which info they were meant to attend and reject

39, 36

EXP2 RESULT-Participants were significantly more likely to hear instructions in unattended message in the __ condition

affective

EXP2 RESULTS-In the affective condition, only _ out of 20 were actually observed following the instructions, but _ reported hearing the instruction

4, 20

EXP3- 2 __ __, both in a dichotic listening task shadowed prose in one ear.

independent groups

EXP3- __ ear has different prose with random digits inserted

rejected

EXP3-After the shadowing tasks both groups groups will be asked to report the __ _ _ __ in the unattended ear

digits they can recall

EXP3 RESULTS-There was __ __ in amount of numbers recalled between being instructed to remember either

no significant difference

EXP3 RESULTS-Being told to remember information doesnt make us more likely to remember if:

we do not pay attention to it

CON-When we __ __ to some stimuli, we create an attentional block that rejects non attended verbal information

selectively attend

CON-Information can be presented many times and __ __ __

still not processed

CON-Affectively ‘important’ messages, like your name, can __ the __ __

penetrate, attentional block

CON-Being told to remember information doesnt make us more likely to remember if we do not pay attention to it, unless:

it is affective