Do individual differences in visual attention to CATA questions affect sensory product characterization? A case study with plain crackers

2016 ◽  
Vol 48 ◽  
pp. 185-194 ◽  
Author(s):  
Lucía Antúnez ◽  
Gastón Ares ◽  
Ana Giménez ◽  
Sara R. Jaeger
Keyword(s):  
Individual Differences ◽  
Visual Attention ◽  
Product Characterization

Visual disgust-elicitors produce an attentional blink independent of contextual and trait-level pathogen avoidance

2019 ◽  
Author(s):  
Paola Perone ◽  
David Vaughn Becker ◽  
Joshua M. Tybur
Keyword(s):  
Individual Differences ◽  
Visual Attention ◽  
Attentional Blink ◽  
Attentional Bias ◽  
Visual Stimuli ◽  
Attentional Biases ◽  
Attentional Processing ◽  
Trait Level ◽  
Task Irrelevant ◽  
Pathogen Avoidance

Multiple studies report that disgust-eliciting stimuli are perceived as salient and subsequently capture selective attention. In the current study, we aimed to better understand the nature of temporal attentional biases toward disgust-eliciting stimuli and to investigate the extent to which these biases are sensitive to contextual and trait-level pathogen avoidance motives. Participants (N=116) performed in an Emotional Attentional Blink (EAB) task in which task-irrelevant disgust-eliciting, fear-eliciting, or neutral images preceded a target by 200, 500, or 800 milliseconds (i.e., lag two, five and eight respectively). They did so twice - once while not exposed to an odor, and once while exposed to either an odor that elicited disgust or an odor that did not - and completed a measure of disgust sensitivity. Results indicate that disgust-eliciting visual stimuli produced a greater attentional blink than neutral visual stimuli at lag two and a greater attentional blink than fear-eliciting visual stimuli at both lag two and at lag five. Neither the odor manipulations nor individual differences measures moderated this effect. We propose that visual attention is engaged for a longer period of time following disgust-eliciting stimuli because covert processes automatically initiate the evaluation of pathogen threats. The fact that state and trait pathogen avoidance do not influence this temporal attentional bias suggests that early attentional processing of pathogen cues is initiated independent from the context in which such cues are perceived.

scholarly journals Broadening the problem agenda of biological individuality: individual differences, uniqueness and temporality

2021 ◽  
Vol 36 (2) ◽  
Author(s):  
Marie I. Kaiser ◽  
Rose Trappes
Keyword(s):  
Biological Sciences ◽  
Individual Differences ◽  
Research Group ◽  
Interdisciplinary Research ◽  
Evolutionary Biology ◽  
Biological Individuality ◽  
Problem Agenda

AbstractBiological individuality is a notoriously thorny topic for biologists and philosophers of biology. In this paper we argue that biological individuality presents multiple, interconnected questions for biologists and philosophers that together form a problem agenda. Using a case study of an interdisciplinary research group in ecology, behavioral and evolutionary biology, we claim that a debate on biological individuality that seeks to account for diverse practices in the biological sciences should be broadened to include and give prominence to questions about uniqueness and temporality. We show that broadening the problem agenda of biological individuality draws attention to underrecognized philosophical issues and discussions and thereby organizes and enriches the existing debate.

Information Processing vs Visual Attention during Incidental Learning

1976 ◽  
Vol 43 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Richard A. Wyrick ◽  
Vincent J. Tempone ◽  
Jack Capehart
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Visual Attention ◽  
Eye Movement ◽  
Discrimination Training ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Order Information ◽  
Level Of Training ◽  
The Relationship

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

scholarly journals Individual differences in working memory capacity predict visual attention allocation

2003 ◽  
Vol 10 (4) ◽  
pp. 884-889 ◽  
Author(s):  
M. Kathryn Bleckley ◽  
Francis T. Durso ◽  
Jerry M. Crutchfield ◽  
Randall W. Engle ◽  
Maya M. Khanna
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Visual Attention ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Allocation

Visual attention to rate-all-that-apply (RATA) questions: A case study with apple images as food stimuli

2019 ◽  
Vol 72 ◽  
pp. 136-142 ◽  
Author(s):  
Lucía Antúnez ◽  
Leandro Machín ◽  
Gastón Ares ◽  
Sara R. Jaeger
Keyword(s):  
Visual Attention

Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood

2019 ◽  
Vol 180 ◽  
pp. 104-112 ◽  
Author(s):  
Sanne B. Geeraerts ◽  
Roy S. Hessels ◽  
Stefan Van der Stigchel ◽  
Jorg Huijding ◽  
Joyce J. Endendijk ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Visual Attention ◽  
Self Regulation

scholarly journals PENERAPAN DIR FLOORTIME PADA ANAK DENGAN AUTISM SPECTRUM DISORDER UNTUK MENINGKATKAN KEMAMPUAN SOSIAL

Psibernetika ◽  
2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Elita Kirana ◽  
Ediasri T Atmodiwirjo ◽  
Debora Basaria
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Individual Differences ◽  
Middle Childhood ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Post Test ◽  
Patterns Of Behavior

<p><strong><em>ABSTRACT</em></strong><strong><em>: </em></strong><em>Children with autism have deficit characteristics in social communication and social interaction, as well as restricted and repetitive patterns of behavior, and limited interests or activities. As children grow and engage in a wider environment, this is become a problem because of the lack of social skills on children with autism. The purpose of this research is to improve the social skills of children with autism. There are several methods that can be applied to children with autism to improve their social skills. One of them is the DIR </em>(<em>Developmental, Individual Differences, &amp; Relationship Based</em>) <em>Floortime method. DIR Floortime aims to help children reach the stage of their emotional development through play activities. This type of research is a clinical case study, involving two middle childhood boys that are diagnosed with a mild level of autism. The instruments used in this study are Autism Social Skills Profile and Functional Emotional Assessment Scale. This research involves 20 sessions, conducted in May until June 2018, consisting of 10 sensory sessions and 10  symbolic sessions for each subject. The results of this research show an improvement in social skills in both participants, marked by an increase in the post test scores, but not significantly. Qualitatively, both subject demonstrates an improvement on social skills in their daily behavior after they had participated in the intervention.</em><strong><em></em></strong></p><p><strong><em>Keywords</em></strong><strong>: </strong><em>autism spectrum disorder, middle childhood, </em>DIR <em>Floortime,social skills</em></p><p><strong> </strong></p><p><strong>ABSTRAK</strong><strong>: </strong>Anak autistik memiliki karakteristik kesulitan dalam komunikasi dan interaksi sosial serta adanya yang minat terbatas, perilaku berulang, atau keterikatan dalam minat dan aktivitas. Hal ini menjadi masalah saat anak tumbuh seiring usia dan terlibat dalam lingkungan yang lebih luas karena kurangnya kemampuan sosial pada anak autistik. Penelitian ini bertujuan untuk meningkatkan kemampuan sosial anak autistik. Ada beberapa metode yang dapat diterapkan pada anak autistik untuk meningkatkan kemampuan sosial. Salah satunya adalah metode DIR (<em>Developmental, Individual Differences, &amp; Relationship Based</em>) <em>Floortime</em>. DIR<em> Floortime</em>  bertujuan membantu anak mencapai tahap perkembangan emosionalnya melalui kegiatan bermain. Jenis penelitian ini adalah case study yang melibatkan dua orang partisipan, yaitu anak laki-laki berusia <em>middle childhood</em> dengan autisme <em>level Mild</em>. Instrumen dalam penelitian ini adalah <em>Autism Social Skills Profile dan Functional Emotional Assesment Scale</em>. Penelitian ini berlangsung selama 20 sesi intervensi yang dilaksanakan pada bulan Mei hingga Juni 2018. Sesi intervensi terdiri dari 10 sesi sensori auditori dan 10 sesi simbolik bagi masing-masing subjek. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kapasitas emosi, tetapi kemampuan sosial kedua partisipan tidak meningkat secara signifikan. Secara kualitatif, kedua subjek menunjukkan kemampuan sosial yang lebih baik setelah mengikuti sesi intervensi, hal ini tampak dalam perilaku sehari-hari.<strong></strong></p><p><strong>Kata kunci</strong>: autisme<em>, middle childhood, </em>DIR <em>Floortime,</em> kemampuan sosial</p>

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