Lecture 22: Attention

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11 Terms

1

Attention Definition

Focalization and limitation of information processing resources - Schmidt and Wrisberg (2004)

  • 3-stage model of Information Processing

  • Limited capacity system

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2

Attention as a Single Resource

  • Can do multiple things as long as it doesn’t exceed resource capacity

  • Resource capacity → not fixed, can be expanded

  • Known/learned tasks take up less room

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3

Ulric Neisser (Attention as a Single Resource)

  • New word shown every couple of seconds to participants; 15 words come with an adverse stimulus of an electroshock

  • At the end of semester, participants came back → 75 new words and the same 15 “shock” words, but no shock administer

  • Measured galvanic skin response

    • There was no conscious recognition of the shock words

    • Large galvanic response when the shock word was shown with no shock

  • Attention doesn’t have to be conscious → involuntarily captured

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4

Early Theory of Attention as a Single Resource

  • Only one stimulus can enter the information processing system at a time → bottleneck after input

  • Cocktail party phenomenon → lots of people; talking in one conversation; you know there are other conversations happening but you are focused on the one you’re in

<ul><li><p>Only <strong>one stimulus can enter the information processing system at a time </strong>→ bottleneck after input</p></li><li><p>Cocktail party phenomenon → lots of people; talking in one conversation; you know there are other conversations happening but you are focused on the one you’re in</p></li></ul>
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5

Later Theory of Attention as a Single Resource

  • Bottleneck occurs after stimulus identification before response selection

  • Combination of parallel and serial processing

    • Parallel processing → process multiple stimuli at the same time

    • Serial processing → process one stimuli at a time

  • Consider the PRP

<ul><li><p>Bottleneck occurs <strong>after stimulus identification before response selection</strong></p></li><li><p>Combination of parallel and serial processing</p><ul><li><p>Parallel processing → process multiple stimuli at the same time</p></li><li><p>Serial processing → process one stimuli at a time</p></li></ul></li><li><p>Consider the PRP </p></li></ul>
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6

Psychological Refractory Period (PRP) (Attention as a Single Resource)

  • Stimulus 1 can get in but only after stimulus 1 is fully specified can stimulus 2 be processed → delay in second response

  • Attentional system best described by late model (bottle neck occurs between stimulus identification and response selection)

  • Delay in responding to the second of two stimuli presented in rapid succession

  • Interference in selection and organization of response

  • If inner stimulus interval between stimulus 1 and 2 is within 150ms → individual is in a state of psychological refractiveness (PR)

    • If it is beyond 150ms → no PR

<ul><li><p>Stimulus 1 can get in but only after stimulus 1 is fully specified can stimulus 2 be processed → delay in second response</p></li><li><p>Attentional system <strong>best described by late model </strong>(bottle neck occurs between stimulus identification and response selection)</p></li><li><p>Delay in responding to the second of two stimuli presented in rapid succession</p></li><li><p>Interference in selection and organization of response</p></li><li><p>If inner stimulus interval between stimulus 1 and 2 is within <strong>150ms</strong> → individual is in a state of <strong>psychological refractiveness (PR)</strong></p><ul><li><p>If it is beyond 150ms → no PR</p></li></ul></li></ul>
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7

Putting Practice to the Test (Leavitt, 1979) (Attention and Automaticity)

  • 6 age groups (6, 8, 10, 11, 14, 19) performing in an experimental condition → skating only; skating and geometric figures; skating and stickhandling; skating, stickhandling, and geometric figures

  • For 6 and 8 year olds → primary task of skating only deteriorated as a function of introducing a secondary task; skating is still attentionally demanding and need to devote significant amount of attention for skating

<ul><li><p>6 age groups (6, 8, 10, 11, 14, 19) performing in an experimental condition → skating only; skating and geometric figures; skating and stickhandling; skating, stickhandling, and geometric figures</p></li><li><p>For 6 and 8 year olds → primary task of skating only deteriorated as a function of introducing a secondary task; skating is still <strong>attentionally demanding</strong> and need to devote significant amount of attention for skating</p></li></ul>
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8

Attention and Coordination

  • Inphase → performing a take where you have to flex and extend your fingers, right and left and the same time

  • Antiphase → flexing right hand while extending left hand; as you try to move as quick as your can, gradually fall back into inphase

    • Some people can maintain antiphase → musicians

  • Coordination and attentional demands associated with antiphase are so complex moving beyond 5 Hz → no longer can maintain antiphase pattern

    • Attentional system has a limited capacity in terms of temporal elements associated with coordination

<ul><li><p><strong>Inphase </strong>→ performing a take where you have to flex and extend your fingers, right and left and the same time</p></li><li><p><strong>Antiphase </strong>→ flexing right hand while extending left hand; as you try to move as quick as your can, gradually fall back into inphase</p><ul><li><p>Some people can maintain antiphase → musicians</p></li></ul></li><li><p>Coordination and attentional demands associated with antiphase are so complex moving beyond 5 Hz → no longer can maintain antiphase pattern</p><ul><li><p><strong>Attentional system has a limited capacity </strong>in terms of temporal elements associated with coordination</p></li></ul></li></ul>
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9

Global Local Paradigm

  • Globally letter H

  • Locally letter H

<ul><li><p>Globally letter H</p></li><li><p>Locally letter H</p></li></ul>
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10

Problem with Global Local Paradigm

  • Globally letter S

  • Locally letter H

  • Where there is incongruency between global and local properties → problems

  • When asked to report local properties in an incongruent situation betwee local and global features → really long reaction time

  • Way to gauge attention systems in the neural correlates associated with our attentional system and the neural correlates associated with slip of attention

<ul><li><p>Globally letter S</p></li><li><p>Locally letter H</p></li><li><p>Where there is incongruency between global and local properties → problems</p></li><li><p>When asked to report local properties in an incongruent situation betwee local and global features → <strong>really long reaction time</strong></p></li><li><p>Way to gauge attention systems in the neural correlates associated with our attentional system and the neural correlates associated with slip of attention</p></li></ul>
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11

Neural Correlates of Attentional Slips

  • Congruent and incongruent global and local features

    • Slip of Attention → longer reaction time reporting local property of an incongruent stimulus

  • Cortical properties/systems active in a slip of attention → IFG, MFG, ACC (default attentional framework)

  • Inferior frontal gyrus (IFG) → stimulus-triggered orientation of attention

  • Middle frontal gyrus (MFG) → maintaining task goals in working memory

  • Anterior cingulate cortex (ACC) → conflict monitoring/resolution

<ul><li><p>Congruent and incongruent global and local features</p><ul><li><p>Slip of Attention → longer reaction time reporting local property of an incongruent stimulus</p></li></ul></li><li><p>Cortical properties/systems active in a slip of attention → IFG, MFG, ACC (default attentional framework)</p></li><li><p><strong>Inferior frontal gyrus (IFG) </strong>→ stimulus-triggered orientation of attention</p></li><li><p><strong>Middle frontal gyrus (MFG) </strong>→ maintaining task goals in working memory</p></li><li><p><strong>Anterior cingulate cortex (ACC) </strong>→ conflict monitoring/resolution </p></li></ul>
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