Attention Switching, Scanning and Shifting: How Does Each Influence Speeded Decisions?

1999 ◽  
Author(s):  
David A. Washburn ◽  
R. Thompson Putney ◽  
Pamela R. Raby
Keyword(s):  
2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.


2017 ◽  
Vol 141 (4) ◽  
pp. 2440-2451 ◽  
Author(s):  
Daniel R. McCloy ◽  
Bonnie K. Lau ◽  
Eric Larson ◽  
Katherine A. I. Pratt ◽  
Adrian K. C. Lee

2006 ◽  
Vol 21 (7) ◽  
pp. 700-708 ◽  
Author(s):  
C. Rob Markus ◽  
Lisa M. Jonkman
Keyword(s):  

2014 ◽  
Vol 67 (10) ◽  
pp. 2010-2024 ◽  
Author(s):  
Vera Lawo ◽  
Janina Fels ◽  
Josefa Oberem ◽  
Iring Koch

Using an auditory variant of task switching, we examined the ability to intentionally switch attention in a dichotic-listening task. In our study, participants responded selectively to one of two simultaneously presented auditory number words (spoken by a female and a male, one for each ear) by categorizing its numerical magnitude. The mapping of gender (female vs. male) and ear (left vs. right) was unpredictable. The to-be-attended feature for gender or ear, respectively, was indicated by a visual selection cue prior to auditory stimulus onset. In Experiment 1, explicitly cued switches of the relevant feature dimension (e.g., from gender to ear) and switches of the relevant feature within a dimension (e.g., from male to female) occurred in an unpredictable manner. We found large performance costs when the relevant feature switched, but switches of the relevant feature dimension incurred only small additional costs. The feature-switch costs were larger in ear-relevant than in gender-relevant trials. In Experiment 2, we replicated these findings using a simplified design (i.e., only within-dimension switches with blocked dimensions). In Experiment 3, we examined preparation effects by manipulating the cueing interval and found a preparation benefit only when ear was cued. Together, our data suggest that the large part of attentional switch costs arises from reconfiguration at the level of relevant auditory features (e.g., left vs. right) rather than feature dimensions (ear vs. gender). Additionally, our findings suggest that ear-based target selection benefits more from preparation time (i.e., time to direct attention to one ear) than gender-based target selection.


Perception ◽  
1975 ◽  
Vol 4 (4) ◽  
pp. 459-474 ◽  
Author(s):  
Shirley Fisher

As an extension of an experimental design reported previously the microstructure of dual task interaction was investigated in a condition in which task instructions favoured the task which had previously been designated the secondary task. In the situation explored in this paper subjects worked on the five-choice serial reaction task (designated secondary task) whilst at the same time they received single auditory digits at random time intervals, performed a transform operation (adding seven), and called the answer out into a voice key. The nature of the interaction was investigated using fine analysis of data, and it is argued that the results give further support to the view that subjects were processing information sequentially. A change in the patterning of serial responses in the interval defined by the digit stimulus ( Ds) and the digit response ( Dr) under the changed-instructions condition suggested that individuals are able to play an active role in the ordering of the attention process in sequential processing situations. ‘Process theory’, in which the information processing state of the main task is considered to have a direct influence on the response to the secondary task signal, is argued to be of little use in explaining the data. Two types of explanations based on criterion theory are considered—one which involves criterion setting with respect to a direct time base and one which relies on information processing stage, as an indirect time base. It is argued that the microstructure of dual task interaction should be investigated more closely and that the ordering of the time-sharing process is a skill.


2018 ◽  
Vol 144 (5) ◽  
pp. 2764-2771
Author(s):  
Daniel R. McCloy ◽  
Eric Larson ◽  
Adrian K. C. Lee

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