Attentional shifts in categorization learning: Perseveration but not learned irrelevance

2016 ◽  
Vol 123 ◽  
pp. 63-73 ◽  
Author(s):  
Leyre Castro ◽  
Edward A. Wasserman
2014 ◽  
Vol 2014 ◽  
pp. 1-8
Author(s):  
Noriyuki Matsuda ◽  
Haruhiko Takeuchi

Assuming that scenes would be visually scanned by chunking information, we partitioned fixation sequences of web page viewers into chunks using isolate gaze point(s) as the delimiter. Fixations were coded in terms of the segments in a5×5mesh imposed on the screen. The identified chunks were mostly short, consisting of one or two fixations. These were analyzed with respect to the within- and between-chunk distances in the overall records and the patterns (i.e., subsequences) frequently shared among the records. Although the two types of distances were both dominated by zero- and one-block shifts, the primacy of the modal shifts was less prominent between chunks than within them. The lower primacy was compensated by the longer shifts. The patterns frequently extracted at three threshold levels were mostly simple, consisting of one or two chunks. The patterns revealed interesting properties as to segment differentiation and the directionality of the attentional shifts.


1995 ◽  
Vol 9 (5) ◽  
pp. 507-523 ◽  
Author(s):  
Kjell Morten Stormark ◽  
Helge Nordby ◽  
Kenneth Hugdahl
Keyword(s):  

2009 ◽  
Vol 65 ◽  
pp. S238
Author(s):  
Noriko Yamagishi ◽  
Stephen J. Anderson ◽  
Mitsuo Kawato

2003 ◽  
Vol 56 (1b) ◽  
pp. 90-101 ◽  
Author(s):  
A. G. Baker ◽  
Robin A. Murphy ◽  
Rick Mehta

In 1973 Mackintosh reported an interference effect that he called learned irrelevance in which exposure to uncorrelated (CS/US) presentation of the unconditional stimulus (US) and the conditioned stimulus (CS) interfered with future Pavlovian conditioning. It has been argued that there is no specific interference effect in learned irrelevance; rather the interference is the sum of independent CS and US exposure effects (CS + US). We review previous research on this question and report two new experiments. We conclude that learned irrelevance is a consequence of a contingency learning and a specific learned irrelevance mechanism. Moreover even the “independent exposure controls”, used in previous experiments to support the CS and US exposure account, provide support for the correlation learning process.


2005 ◽  
Vol 159 (2) ◽  
pp. 267-275 ◽  
Author(s):  
Gilad Gal ◽  
Shlomo Mendlovic ◽  
Yuval Bloch ◽  
Gabriela Beitler ◽  
Yechiel Levkovitz ◽  
...  

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