Time Estimation: Effects of Attentional Focus and a Comparison of Interval Conditions

1977 ◽  
Vol 45 (2) ◽  
pp. 584-586 ◽  
Author(s):  
Timothy D. McKay
Keyword(s):  
Stimulus Condition ◽  
Time Estimation ◽  
Attentional Focus ◽  
Stimulus Material ◽  
Stimulus Interval ◽  
Standard Interval ◽  
Significant Difference ◽  
Interval Condition

Time estimation was studied as a function of the subject's attention to the stimulus interval and the stimulus condition of the standard interval. 111 subjects from lower level psychology classes were randomly assigned to an interval condition. Time estimation of a standard interval was significantly lower when subjects attended to the stimulus material than when attending to the interval of passing time. A significant difference was not obtained among the three intervals.

scholarly journals Exercise and Time Perception: An Exploration of the Impact of High Intensity Cardio Exercise (Zumba) on Human Timing

2016 ◽  
Vol 4 (4) ◽  
pp. 343-353 ◽  
Author(s):  
Jeevita S. Pillai ◽  
Aoife McLoughlin
Keyword(s):  
Time Perception ◽  
High Intensity ◽  
Interval Timing ◽  
Attentional Focus ◽  
Post Intervention ◽  
Future Directions ◽  
Temporal Bisection ◽  
Experience Of Time ◽  
Significant Difference ◽  
The Impact

Time is an important aspect of people’s lives and how it is perceived has a great impact on how we function, which includes whether we engage in activities such as exercise that are beneficial for our health. These activities can also have impact on our experience of time. The current study aims to investigate human interval timing after completion of one of two tasks: listening to an audiobook, or engaging in a Zumba workout. Participants in this study completed two temporal bisection tasks (pre and post intervention). Bisection points (point of subjective equality) and Weber’s ratios (sensitivity to time) were examined. It was hypothesised that individuals in the Zumba condition would experience a distortion in their timing post workout consistent with an increase in pacemaker speed. Unexpectedly there appeared to be no significant difference in bisection points across or within (pre/post) the conditions, suggesting that neither intervention had an impact on an internal pacemaker. However, there were significant differences in sensitivity to timing after Zumba Fitness suggesting a potential attentional focus post workout. Implications and future directions are also discussed.

The Role of Context and Attention on the Effect of Numerical Digit Value on Time Estimation

2019 ◽  
Vol 7 (2) ◽  
pp. 148-167
Author(s):  
Stefan Pichelmann ◽  
Thomas H. Rammsayer
Keyword(s):  
Physical Quantity ◽  
Time Estimation ◽  
Attentional Focus ◽  
Moderating Effect ◽  
Contextual Effect ◽  
Time Reproduction ◽  
Physical Context ◽  
Stimulus Salience ◽  
The Difference ◽  
Physical Quantities

The effect of task-irrelevant numerical values on perceived duration is well established. More precisely, higher numerical values (e.g., ‘9’) correspond to longer estimated durations than lower numerical values (e.g., ‘1’). So far, sparse evidence for two moderators, physical context and stimulus salience, has been provided. The contextual effect refers to an increased difference between estimated durations for low and high numerical values when Arabic digits are presented simultaneously with large physical quantities (e.g., ‘kg’), instead of small physical quantities (e.g., ‘g’). Similarly, the salience effect refers to the observation that differences in time estimations increase when attention is directed to numerical values’ magnitude. Using a time reproduction paradigm, we conducted four experiments to further investigate these two moderators and their possible interaction. In Experiments 1a and 1b, target intervals differed in duration (800, 1000, 1200 ms), numerical value (1, 2, 8, 9), and physical quantity (mg, kg, without). Experiments 2 and 3 additionally included the manipulation of the attentional focus (numerical value or physical quantity) and further quantities (cm, km). Our results supported the positive effect of numerical values on reproduced durations. This was also true for the moderating effect of stimulus salience, which was always significant. In contrast, no evidence for a contextual effect was observed even when participants’ attention was directed on the difference in physical quantity. In conclusion, our data challenge the existence of a moderating contextual effect, while supporting the moderating effect of stimulus salience.

Effects of attentional focus and arousal on time estimation.

1974 ◽  
Vol 103 (5) ◽  
pp. 861-867 ◽  
Author(s):  
Eric D. Curton ◽  
Daniel S. Lordahl
Keyword(s):  
Time Estimation ◽  
Attentional Focus

Time Estimation as an Indicator of Attention-Arousal When Perceiving Complex and Meaningful Stimulus Material

1965 ◽  
Vol 21 (1) ◽  
pp. 323-328 ◽  
Author(s):  
Ingvar Bokander
Keyword(s):  
Visual Stimuli ◽  
Time Estimation ◽  
Internal Clock ◽  
Stimulus Material ◽  
Experimental Session ◽  
The Difference ◽  
Meaningful Stimulus

The covariation between time estimation and simultaneous perception of visual stimuli chosen to evoke different amounts of attention-arousal was studied. Pictures with high attention-value or arousal potential slowed the conscious internal clock as compared with more neutral pictures. The loss of attention-value in the loaded pictures after prolonged confrontation could be observed in Ss' time estimations. At the end of the experimental session the difference between pictures with initially different attention-values disappeared in the time estimations.

Intra-individual measures of association in neuropsychology: Inferential methods for comparing a single case with a control or normative sample

2003 ◽  
Vol 9 (7) ◽  
pp. 989-1000 ◽  
Author(s):  
JOHN R. CRAWFORD ◽  
PAUL H. GARTHWAITE ◽  
DAVID C. HOWELL ◽  
ANNALENA VENNERI
Keyword(s):  
Single Case ◽  
Regression Line ◽  
Control Sample ◽  
Time Estimation ◽  
Worked Examples ◽  
Normative Sample ◽  
Measures Of Association ◽  
Significant Difference ◽  
The Difference ◽  
Measure Of Association

Performance on some neuropsychological tests is best expressed as an intra-individual measure of association (such as a parametric or non-parametric correlation coefficient or the slope of a regression line). Examples of the use of intra-individual measures of association (IIMAs) include the quantification of performance on tests designed to assess temporal order memory or the accuracy of time estimation. The present paper presents methods for comparing a patient's performance with a control or normative sample when performance is expressed as an IIMA. The methods test if there is a significant difference between a patient's IIMA and those obtained from controls, yield an estimate of the abnormality of the patient's IIMA, and provide confidence limits on the level of abnormality. The methods can be used with normative or control samples of any size and will therefore be of particular relevance to single-case researchers. A method for comparing the difference between a patient's scores on two measures with the differences observed in controls is also described (one or both measures can be IIMAs). All the methods require only summary statistics (rather than the raw data from the normative or control sample); it is hoped that this feature will encourage the development of norms for tasks that use IIMAs to quantify performance. Worked examples of the statistical methods are provided using data from a clinical case and controls. A computer program (for PCs) that implements the methods is described and made available. (JINS, 2003,9, 989–1000.)

scholarly journals Generation of Head Movements of a Robot Using Multimodal Features of Peer Participants in Group Discussion Conversation

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Hung-Hsuan Huang ◽  
Seiya Kimura ◽  
Kazuhiro Kuwabara ◽  
Toyoaki Nishida
Keyword(s):  
Communication Skills ◽  
Research Question ◽  
Group Discussion ◽  
Attentional Focus ◽  
Head Movements ◽  
Support Vector ◽  
Group Discussions ◽  
Multimodal Features ◽  
Significant Difference ◽  
Behavior Frequency

In recent years, companies have been seeking communication skills from their employees. Increasingly more companies have adopted group discussions during their recruitment process to evaluate the applicants’ communication skills. However, the opportunity to improve communication skills in group discussions is limited because of the lack of partners. To solve this issue as a long-term goal, the aim of this study is to build an autonomous robot that can participate in group discussions, so that its users can repeatedly practice with it. This robot, therefore, has to perform humanlike behaviors with which the users can interact. In this study, the focus was on the generation of two of these behaviors regarding the head of the robot. One is directing its attention to either of the following targets: the other participants or the materials placed on the table. The second is to determine the timings of the robot’s nods. These generation models are considered in three situations: when the robot is speaking, when the robot is listening, and when no participant including the robot is speaking. The research question is: whether these behaviors can be generated end-to-end from and only from the features of peer participants. This work is based on a data corpus containing 2.5 h of the discussion sessions of 10 four-person groups. Multimodal features, including the attention of other participants, voice prosody, head movements, and speech turns extracted from the corpus, were used to train support vector machine models for the generation of the two behaviors. The performances of the generation models of attentional focus were in an F-measure range between 0.4 and 0.6. The nodding model had an accuracy of approximately 0.65. Both experiments were conducted in the setting of leave-one-subject-out cross validation. To measure the perceived naturalness of the generated behaviors, a subject experiment was conducted. In the experiment, the proposed models were compared. They were based on a data-driven method with two baselines: (1) a simple statistical model based on behavior frequency and (2) raw experimental data. The evaluation was based on the observation of video clips, in which one of the subjects was replaced by a robot performing head movements in the above-mentioned three conditions. The experimental results showed that there was no significant difference from original human behaviors in the data corpus and proved the effectiveness of the proposed models.

Estimation of Time to Vehicle Arrival—Effects of Age on Use of Available Visual Information

Perception ◽  
1994 ◽  
Vol 23 (8) ◽  
pp. 947-955 ◽  
Author(s):  
Errol R Hoffmann
Keyword(s):  
Visual Information ◽  
Age Groups ◽  
Time Estimation ◽  
Threshold Value ◽  
Viewing Time ◽  
Fully Integrated ◽  
Vehicle Velocity ◽  
Significant Difference ◽  
Movement Distance ◽  
The Subject

Subjects estimated time of vehicle arrival while viewing twenty-four film clips of an approaching vehicle, half with a constant viewing time of 4.2 s and half with a constant vehicle-movement distance of 40 m. The distances from the subject at which the film ended were 20, 60, and 100 m. Speeds of approach varied between 7.45 and 15.44 ms−1. Performance was strongly dependent on age of the subject. Subjects in the 5-6-year-old group made estimates based on the distance of the vehicle; at 7 – 8 years an interaction between the effects of distance and velocity appeared and for 9–10-year-olds there was a main effect of the vehicle velocity. Only for adults was the information from distance and velocity fully integrated. There was no significant difference between males and females for any of the age groups. Performance of adults was very similar to that reported by other authors in that subjects underestimated the time to arrival of the vehicle, with estimated times about 60% of the actual times. Standard deviations of the estimated times were such that a small percentage of subjects overestimated times and hence would have caused a collision if they had proceeded with a crossing. The mechanism of time estimation was strongly dependent on the angular velocity of the vehicle subtended at the eye of the observer. This must exceed a threshold value of about 0.002 rad s_1 (adults) if a linear relationship between estimated and actual times is to be obtained.

Appetitive Pavlovian-Instrumental Interactions: Effects of Inter-Stimulus Interval and Baseline Reinforcement Conditions

1981 ◽  
Vol 33 (4b) ◽  
pp. 257-269 ◽  
Author(s):  
Peter F. Lovibond
Keyword(s):  
Reinforcement Schedule ◽  
Interstimulus Interval ◽  
Response Rate ◽  
Enhancement Effect ◽  
Instrumental Performance ◽  
Stimulus Interval ◽  
Inter Stimulus Interval ◽  
Significant Difference ◽  
Baseline Response ◽  
Lever Pressing

Experiment I manipulated two variables which appear to influence whether a signal for food enhances or suppresses food-rewarded instrumental performance: interstimulus interval (ISI) during classical conditioning and instrumental reinforcement schedule during testing. In two groups a 10-s conditioned stimulus (CS) and food were paired (10-s and 20- to 100-s ISI), while in a third group they were unpaired. During signalled reinforcement of lever-pressing (S+), the CS suppressed responding in both paired groups. During signalled extinction (S−), responding in the 10-s ISI group was suppressed during the CS and enhanced for 60 s after CS offset; responding in the 20- to 100-s ISI group was enhanced both during the CS and for 120 s after CS offset. Experiment II examined whether the long ISI enhancement effect would occur when the baseline response rate was lowered by satiation rather than extinction. A 20- to 100-s CS and food were paired in one group and unpaired in another. After near-satiation on a CRF schedule, CS presentations caused a reduction in responding in both groups, with no significant difference between the two groups. The results of the two experiments were interpreted in terms of an interaction between the expectancy of food generated by stimuli conditioned at short and long ISIs and the expectancy of food availability controlled by the instrumental schedule.

scholarly journals An eye tracking study: positive emotional interface design facilitates learning outcomes in multimedia learning?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Xian Peng ◽  
Qinmei Xu ◽  
Yufan Chen ◽  
Chenying Zhou ◽  
Yuqing Ge ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Learning Outcomes ◽  
Interface Design ◽  
Subjective Experience ◽  
Multimedia Learning ◽  
Attentional Focus ◽  
Learning Performance ◽  
Subjective Perception ◽  
Emotional Design ◽  
Significant Difference

AbstractUnlike the other studies on emotional design in multimedia learning, the present study differentiated the two confounding variables of visual interface design and structured content to manipulate the instructional material. Specifically, we investigated how the visual aesthetics of positive emotional interface design influenced learners’ cognitive processes, emotional valences, learning outcomes, and subjective experience. Eighty-one college students took part in the experimental study. They were divided into the three experimental groups: a holistic layout of positive emotional design group (HPED), a local layout of positive emotional design group (LPED), and a neutral emotional design group (ND). By using a mixed approach of questionnaires and eye tracking, we further explored the differences among the three groups in cognitive processing, learning outcomes, and subjective experience. Results indicated that the LPED group invested higher cognitive effort, put more attentional focus in the relevant knowledge content module, and achieved better learning performance (i.e., retention and transfer tests) in contrast to the HPED group and the ND group. However, no significant difference in dynamic changes of emotional state among the three groups was detected. The analytical results can provide researchers and practitioners with valuable insights into the positive emotional design of multimedia learning, which allows for the facilitation of mental engagement, learning outcomes and subjective perception.

Factors Affecting Accuracy of Producing Time Intervals

1995 ◽  
Vol 80 (3) ◽  
pp. 1043-1056 ◽  
Author(s):  
Nikos Marmaras ◽  
Panayotis Vassilakis ◽  
George Dounias
Keyword(s):  
Real Life ◽  
Time Estimation ◽  
Time Intervals ◽  
Cognitive Demands ◽  
Experimental Conditions ◽  
Factors Affecting ◽  
Significant Difference ◽  
Concurrent Tasks ◽  
Cognitive Difficulty ◽  
Positive Effect

The present study assessed the accuracy of producing time intervals. 92 subjects were asked to produce three different time intervals (15, 30, and 60 sec.) under six experimental conditions during which they performed concurrent tasks of different cognitive difficulty and requiring different cognitive functions. Real-life working situations guided the design of the experiment. Accuracy of time estimation was significantly affected by the length of the intervals to be produced and the concurrent tasks performed. 15-sec. intervals were more accurately estimated. Accuracy decreased as the cognitive demands of the concurrent tasks increased; subjects systematically overestimated the duration of the intervals. Having an activity requiring time estimation seems to have a positive effect on the accuracy of time estimation. The same was found for certain strategies aiding time estimation which were used spontaneously by certain subjects. No significant difference in the accuracy of estimation between women and men was found.

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