scholarly journals Hemifield effects on divided attention for dual tasks with visual objects

2021 ◽  
Vol 21 (9) ◽  
pp. 2172
Author(s):  
Dina Popovkina ◽  
John Palmer ◽  
Cathleen Moore ◽  
Geoffrey Boynton
Keyword(s):  
Divided Attention ◽  
Dual Tasks ◽  
Visual Objects

Pain Influences Several Levels of Attention

2005 ◽  
Vol 16 (4) ◽  
pp. 235-242 ◽  
Author(s):  
Astrid von Bueren Jarchow ◽  
Bogdan P. Radanov ◽  
Lutz Jäncke
Keyword(s):  
Chronic Pain ◽  
Divided Attention ◽  
Covert Attention ◽  
Attention Task ◽  
Attentional Deficits ◽  
Control Subjects ◽  
Chronic Pain Patients ◽  
Divided Attention Task ◽  
Pain Stimuli ◽  
Pain Patients

Abstract: The aim of the present study was to examine to what extent chronic pain has an impact on various attentional processes. To measure these attention processes a set of experimental standard tests of the “Testbatterie zur Aufmerksamkeitsprüfung” (TAP), a neuropsychological battery testing different levels of attention, were used: alertness, divided attention, covert attention, vigilance, visual search, and Go-NoGo tasks. 24 chronic outpatients and 24 well-matched healthy control subjects were tested. The control subjects were matched for age, gender, and education. The group of chronic pain patients exhibited marked deficiencies in all attentional functions except for the divided attention task. Thus, the data supports the notion that chronic pain negatively influences attention because pain patients` attention is strongly captivated by the internal pain stimuli. Only the more demanding divided attention task has the capability to distract the focus of attention to the pain stimuli. Therefore, the pain patients are capable of performing within normal limits. Based on these findings chronic pain patients' attentional deficits should be appropriately evaluated and considered for insurance and work related matters. The effect of a successful distraction away from the pain in the divided attention task can also open new therapeutic aspects.

Specific Computerized Attention Training in Stroke and Traumatic Brain-Injured Patients

2003 ◽  
Vol 14 (4) ◽  
pp. 283-292 ◽  
Author(s):  
W. Sturm ◽  
B. Fimm ◽  
A. Cantagallo ◽  
N. Cremel ◽  
P. North ◽  
...  
Keyword(s):  
Divided Attention ◽  
Single Case ◽  
Baseline Period ◽  
Specific Training ◽  
Attention Task ◽  
Baseline Phase ◽  
Computerized Training ◽  
Brain Injured ◽  
Divided Attention Task ◽  
Injured Patients

Abstract: In a multicenter European approach, the efficacy of the AIXTENT computerized training programs for intensity aspects (alertness and vigilance) and selectivity aspects (selective and divided attention) of attention was studied in 33 patients with brain damage of vascular and traumatic etiology. Each patient received training in one of two most impaired of the four attention domains. Control tests were performed by means of a standardized computerized attention test battery (TAP) comprising tests for the four attention functions. Assessment was carried out at the beginning and at the end of a four week baseline period and after the training period of 14 one-hour sessions. At the end of the baseline phase, there was only slight but significant improvement for the most complex attention function, divided attention (number of omissions). After the training, there were significant specific training effects for both intensity aspects (alertness and vigilance) and also for the number of omissions in the divided attention task. The application of inferential single case procedures revealed a high number of significant improvements in individual cases after specific training of alertness and vigilance problems. On the other hand, a non specific training addressing selectivity aspects of attention lead either to improvement or deterioration of alertness and vigilance performance. The results corroborate the findings of former studies with the same training instrument but in patients with different lesion etiologies.

Smoking improves divided attention in schizophrenia

2013 ◽  
Vol 46 (06) ◽  
Author(s):  
E Ahlers ◽  
E Hahn ◽  
T Ta ◽  
C Shen ◽  
M Dettling ◽  
...  
Keyword(s):  
Divided Attention

Deskripsi Kesulitan Belajar Siswa Berdasarkan Karakteristik Lerner dalam Menyelesaikan Soal Geometri

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Nazom Murio ◽  
Roseli Theis
Keyword(s):  
Qualitative Research ◽  
Visual Perception ◽  
Learning Difficulties ◽  
Research Subjects ◽  
Visual Objects ◽  
Almost All ◽  
Personality Classification ◽  
The Given ◽  
Classification Test ◽  
Descriptive Qualitative

Geometri adalah bagian matematika yang sangat dekat dari siswa, karena hampir semua objek visual yang ada di sekitar siswa adalah objek geometri, tetapi tidak semua siswa menyukai pembelajaran yang menyertakan gambar, sehingga memungkinkan siswa mengalami kesulitan dalam belajar geometri. Tujuan dari penelitian ini adalah untuk menggambarkan kesulitan belajar siswa berdasarkan karakteristik Lerner dalam menyelesaikan pertanyaan geometri. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah siswa dengan kepribadian wali yang mengalami kesulitan belajar di kelas IX A SMP N 30 Muaro Jambi. Instrumen yang digunakan dalam penelitian ini adalah penulis sendiri, lembar tes klasifikasi kepribadian, lembar tes kesulitan belajar, dan pedoman wawancara. Hasil penelitian menunjukkan siswa dengan kepribadian wali yang mengalami kesulitan belajar, 100% mengalami kelainan persepsi visual, di mana siswa mengalami kesulitan dalam menentukan seperti apa bangun datar pada masalah tersebut. 60% mengalami kesulitan mengenali dan memahami simbol, di mana siswa melihat simbol "//" sebagai simbol untuk kesesuaian. Serta 40% mengalami kesulitan dalam bahasa dan membaca, di mana siswa kesulitan dalam memahami pertanyaan yang diberikan.   Geometry is a very close mathematical part of the student, because almost all visual objects that exist around the students are objects of geometry, but not all students like learning that includes images, thus allowing students to have difficulty in learning geometry. The purpose of this research is to describe students' learning difficulties based on Lerner's characteristic in solving the geometry question. This type of research is descriptive qualitative research. Research subjects were students with guardian personality who had difficulty studying in class IX A SMP N 30 Muaro Jambi. Instruments used in this study are the authors themselves, personality classification test sheets, learning difficulties test sheets, and interview guidelines. The results showed students with guardian personality who experienced learning difficulties, 100% experienced visual perception abnormalities, where students have difficulty in determining what kind of flat wake on the matter. 60% have difficulty recognizing and understanding symbols, where students see the symbol "//" as a symbol for conformity. As well as 40% have difficulty in language and reading, where students difficulty in understanding the given question.

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