At the Intersection of Motivational Relevance and Website Visual Complexity

2020 ◽  
Vol 32 (3) ◽  
pp. 143-157
Author(s):  
Narine Yegiyan ◽  
Tessa I. DeAngelo ◽  
You Zhan
Keyword(s):  
Resource Allocation ◽  
Secondary Task ◽  
Recognition Accuracy ◽  
Visual Complexity ◽  
Reaction Times ◽  
Emotional Tone ◽  
Movie Clip ◽  
Competing Hypotheses ◽  
Memory Narrowing ◽  
Escape Hypothesis

Abstract. This study investigated how resource allocation to and encoding of irrelevant peripheral information (advertisements) varied as a function of the emotional tone of a central event (movie clip) and website complexity (number of advertisements). Secondary task reaction times (STRTs) and ad recognition accuracy were used to test the predictions. Two competing hypotheses – a memory narrowing hypothesis and an escape hypothesis – were posed to explain encoding of advertisements paired with negative arousing movie clips at the highest level of website complexity. The results were more supportive of the memory narrowing hypothesis; participants had more resources while viewing positive rather than negative movies and advertisements were encoded better when they were presented with positive rather than negative movie clips. However, for calm movie clips this difference showed at the lowest level of website complexity, but gradually diminished as the level of complexity increased.

Does Secondary Task Measure Outcome Conflict or Resource Allocation?

1992 ◽  
Vol 36 (18) ◽  
pp. 1398-1402
Author(s):  
Pamela S. Tsang ◽  
Tonya L. Shaner
Keyword(s):  
Resource Allocation ◽  
Task Performance ◽  
Dual Task ◽  
Secondary Task ◽  
Tracking Error ◽  
Memory Task ◽  
Primary Task ◽  
Memory Probe ◽  
Temporal Predictability ◽  
Task Measure

The secondary task technique was used to test two alternative explanations of dual task decrement: outcome conflict and resource allocation. Subjects time-shared a continuous tracking task and a discrete Sternberg memory task. The memory probes were presented under three temporal predictability conditions. Dual task performance decrements in both the tracking and memory tasks suggested that the two tasks competed for some common resources, processes, or mechanisms. Although performance decrements were consistent with both the outcome conflict and resource allocation explanations, the two explanations propose different mechanisms by which the primary task could be protected from interference from the concurrent secondary task. The primary task performance could be protected by resource allocation or by strategic sequencing of the processing of the two tasks in order to avoid outcome conflict. In addition to examining the global trial means, moment-by-moment tracking error time-locked to the memory probe was also analyzed. There was little indication that the primary task was protected by resequencing of the processing of the two tasks. This together with the suggestion that predictable memory probes led to better protected primary task performance than less predictable memory probes lend support for the resource explanation.

Effect of Visual Complexity in Identification of Tachistoscopic Images

1994 ◽  
Vol 78 (3) ◽  
pp. 971-978 ◽  
Author(s):  
Robert Geheb ◽  
Keith E. Whitfield ◽  
Linda Brannon
Keyword(s):  
Reaction Time ◽  
Left Hemisphere ◽  
Right Hemisphere ◽  
Visual Complexity ◽  
Reaction Times ◽  
Right Cerebral Hemisphere ◽  
The Mean ◽  
The Times ◽  
The Right ◽  
Mean Reaction Time

The present study of gender differences in hemispheric processing involved identification of tachistoscopically presented images of varying complexity. A computerized tachistoscopic program was administered to 24 men and 34 women. Time to identify contour and detailed pictures presented to the left or right cerebral hemisphere was recorded. Mean reaction time for contour pictures was significantly faster than for detailed pictures, and mean reaction time to the right hemisphere was significantly faster than that to the left hemisphere. The mean reaction time for men to identify pictures exposed to the left hemisphere was significantly slower than that for exposure to the right hemisphere for women. The mean reaction time for both men and women to identify contour pictures exposed to the right hemisphere was significantly faster than the mean time to identify detailed pictures presented to the left hemisphere. The interaction of gender, hemisphere, and complexity was also significant in that mean reaction times for men to identify detailed pictures presented to the left hemisphere were slower than the times for women to identify contour pictures presented to the right hemisphere. The results are discussed in relation to theories about hemispheres, gender, and differences in picture features.

The Effects of Word Length and Visual Complexity on Verbal Reaction Times

1976 ◽  
Vol 19 (1) ◽  
pp. 141-155 ◽  
Author(s):  
Donald G. Brennan ◽  
Walter L. Cullinan
Keyword(s):  
Word Length ◽  
Visual Complexity ◽  
Visual Stimuli ◽  
Motor Planning ◽  
Reaction Times ◽  
Response Latencies ◽  
Paired Associates ◽  
Time Required ◽  
Naming Response ◽  
Matching Response

Thirty adult subjects learned to associate nonsense names varying in word length with nonsense visual stimuli varying in visual complexity. Simple reaction times (SRTs), visual duration thresholds (VDTs), matching response latencies (MRLs), and naming response latencies (NRLs) were then obtained from these subjects. The data indicate that SRTs, VDTs, and NRLs are significantly related to word length and that VDTs and NRLs are significantly related to visual complexity. There is also a tendency for MRLs to increase with increases in word length, particularly for “no” responses. However, the effects of word length on VDTs, MRLs, and NRLs may be confounded with the number of trials needed to learn the paired associates or with the number of overlearning trials. The data are consistent with an interpretation that motor planning or some form of implicit speech process may be a part of the total time required for the naming response.

Measuring Pilot Workload in a Motion Base Simulator: III. Synchronous Secondary Task

1987 ◽  
Vol 31 (7) ◽  
pp. 834-837 ◽  
Author(s):  
Barry H. Kantowitz ◽  
Michael R. Bortolussi ◽  
Sandra G. Hart
Keyword(s):  
Present Experiment ◽  
Secondary Task ◽  
Reaction Times ◽  
Critical Event ◽  
Secondary Tasks ◽  
Rms Error

This experiment continues earlier research (Kantowitz, Hart, & Bortolussi, 1983) conducted in a GAT-1 motion-base trainer to evaluate choice-reaction secondary tasks as measures of pilot workload. The earlier work used an asynchronous secondary task presented every 22 sec regardless of flying performance. The present experiment uses a synchronous task presented only when a critical event occurred on the flying task. Both 2- and 4-choice visual secondary tasks were investigated. Analysis of primary flying-task results showed no decrement in RMS error for altitude, indicating that the key assumption necessary for using a choice secondary task was satisfied. Reaction times showed significant differences between Easy and Hard flight scenarios as well as being able to discriminate among flight tasks.

Instructional Objectives in Text: Managing the Reader's Attention

1985 ◽  
Vol 17 (2) ◽  
pp. 101-113 ◽  
Author(s):  
Bruce K. Britton ◽  
Shawn M. Glynn ◽  
K. Denise Muth ◽  
M. J. Penland
Keyword(s):  
Secondary Task ◽  
Reading Time ◽  
Reaction Times ◽  
Text Structure ◽  
Cognitive Capacity ◽  
Learning College ◽  
Content Structure ◽  
Instructional Objectives ◽  
Time Reading ◽  
Relevant Material

It is well established that the provision of instructional objectives before reading a text increases the learning of objective-relevant material in the text. The purpose of the present study was to identify some of the mechanisms by which objectives affect learning. College students studied text under three conditions: with specific objectives, with a general objective, and with no objectives. The objective-relevant material was located either high or low in the content structure of the text. The dependent measures were secondary task reaction time—a measure of cognitive capacity use—reading time, and free recall for objective-relevant material. The results indicated that with specific objectives, the secondary-task reaction times while reading objective-relevant material were longer, reading times were longer, and recall was greater than with either a general objective or with no objectives. Reading times were significantly correlated with recall, but secondary task reaction times were not. In addition, more information was recalled when the objective-relevant material was located high in the text structure. The interpretation of these results is that, with specific objectives, students devote more cognitive capacity to objective-relevant material, spend more time reading it, and recall more of it than when they do not have specific objectives.

scholarly journals Retrieval of a well-established skill is resistant to distraction: Evidence from an implicit probabilistic sequence learning task

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243541 ◽  
Author(s):  
Teodóra Vékony ◽  
Lilla Török ◽  
Felipe Pedraza ◽  
Kate Schipper ◽  
Claire Pleche ◽  
...  
Keyword(s):  
Dual Task ◽  
Sequence Learning ◽  
Secondary Task ◽  
Real Life ◽  
Reaction Times ◽  
Learning Task ◽  
Concurrent Task ◽  
Sequence Information ◽  
Task Effect ◽  
Task Conditions

The characteristics of acquiring new sequence information under dual-task situations have been extensively studied. A concurrent task has often been found to affect performance. In real life, however, we mostly perform a secondary task when the primary task is already well acquired. The effect of a secondary task on the ability to retrieve well-established sequence representations remains elusive. The present study investigates whether accessing well-acquired probabilistic sequence knowledge is affected by a concurrent task. Participants acquired non-adjacent regularities in an implicit probabilistic sequence learning task. After a 24-hour offline period, participants were tested on the same probabilistic sequence learning task under dual-task or single-task conditions. Here, we show that although the secondary task significantly prolonged the overall reaction times in the primary (sequence learning) task, access to the previously learned probabilistic representations remained intact. Our results highlight the importance of studying the dual-task effect not only in the learning phase but also during memory access to reveal the robustness of the acquired skill.

Linguistic Processing: Physiological, Performance and Subjective Correlates

1986 ◽  
Vol 30 (1) ◽  
pp. 72-75 ◽  
Author(s):  
Glenn Wilson ◽  
Harry G. Armstrong ◽  
Kathy McCloskey ◽  
Iris Davis
Keyword(s):  
Resource Allocation ◽  
Evoked Potentials ◽  
Reaction Times ◽  
Decision Processes ◽  
Behavioral Data ◽  
Difficulty Level ◽  
Linguistic Processing ◽  
Mental Processes ◽  
Subjective Data ◽  
Cortical Evoked Potentials

The behavioral data (reaction times) and subjective data (SWAT ratings) replicate earlier findings and provide further validation of the Linguistic Processing Task's difficulty levels. Cortical evoked potentials elicited by the task suggest that resource allocation of mental processes and time needed for comparison and decision processes increase as difficulty level increases. Peripheral physiological indices (ECG, EMG, and EOG) were insensitive overall to the difficulty levels.

scholarly journals Changes in attentional resources during the acquisition of laparoscopic surgical skills

BJS Open ◽  
2020 ◽  
Vol 5 (2) ◽  
Author(s):  
M Thomaschewski ◽  
M Heldmann ◽  
J C Uter ◽  
D Varbelow ◽  
T F Münte ◽  
...  
Keyword(s):  
Secondary Task ◽  
Reaction Times ◽  
Skills Training ◽  
Detection Task ◽  
Surgical Skills ◽  
Training Curriculum ◽  
P300 Component ◽  
Auditory Detection ◽  
Before And After ◽  
Mental Resources

Abstract Background Increasing familiarity and practice might free up mental resources during laparoscopic surgical skills training. The aim of the study was to track changes in mental resource allocation during acquisition of laparoscopic surgical skills. Methods Medical students with no previous experience in laparoscopic surgery took part in a 5-week laparoscopic training curriculum. At the beginning and end of the training period, one of the training tasks was combined with a secondary auditory detection task that required pressing a foot switch for defined target tones, creating a dual-task situation. During execution of the two concurrent tasks, continuous electroencephalographic measurements were made, with special attention to the P300 component, an index of mental resources. Accuracy and reaction times of the secondary task were determined. Results All 14 participants successfully completed the training curriculum. Target times for successful completion of individual tasks decreased significantly during training sessions (P  <0.001 for all tasks). Comparing results before and after training showed a significant decrease in event-related brain potential amplitude at the parietal electrode cluster (P300 component, W = 67, P = 0.026), but there were no differences in accuracy (percentage correct responses: W = 48, P = 0.518) or reaction times (W = 42, P = 0.850) in the auditory detection task. Conclusion The P300 decrease in the secondary task over training demonstrated a shift of mental resources to the primary task: the surgical exercise. This indicates that, with more practice, mental resources are freed up for additional tasks.

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