SELECTIVE ATTENTION SKILLS OF EXPERIENCED SONAR OPERATORS

1994 ◽  
Vol 78 (3) ◽  
pp. 803-812
Author(s):  
LEX L. MERRILL ◽  
LAWRENCE J. LEWANDOWSKI ◽  
DAVID A. KOBUS
Keyword(s):  
Selective Attention ◽  
Attention Skills

scholarly journals The Influence of Situational Cues on Children’s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention

2020 ◽  
Vol 8 (4) ◽  
pp. 37
Author(s):  
Marloes van Dijk ◽  
Elma Blom ◽  
Evelyn H. Kroesbergen ◽  
Paul P. M. Leseman
Keyword(s):  
Selective Attention ◽  
Stimulus Condition ◽  
Moderation Effect ◽  
Verbal Responses ◽  
Situational Cues ◽  
Attention Skills ◽  
Main Effect ◽  
Real Objects ◽  
High Stimulus ◽  
Stimulus Environment

Taking a perception-action perspective, we investigated how the presence of different real objects in children’s immediate situation affected their creativity and whether this effect was moderated by their selective attention. Seventy children between ages 9 and 12 years old participated. Verbal responses on a visual Alternative Uses Task with a low stimulus and high stimulus condition were coded on fluency, flexibility, and originality. Selective attention was measured with a visual search task. Results showed that fluency was not affected by stimulus condition and was unrelated to selective attention. Flexibility was positively associated with selective attention. Originality, net of fluency and flexibility, showed a main effect of stimulus condition in an unexpected direction, as children gave more original responses in the low stimulus condition compared to the high stimulus condition. A significant moderation effect revealed that children with better selective attention skills benefitted from a low stimulus environment, whereas children with weaker selective attention performed better in a high stimulus environment. The findings demonstrate differential effects of the immediate situation and selective attention, and support the hypothesis that creativity is impacted by immediate situation and selective attention, yet in unexpected ways.

Selective Attention Skills in Differentiating between Alzheimer's Disease and Normal Aging

2002 ◽  
Vol 15 (2) ◽  
pp. 99-109 ◽  
Author(s):  
Vincenzo Solfrizzi ◽  
Francesco Panza ◽  
Francesco Torres ◽  
Cristiano Capurso ◽  
Alessia D'Introno ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Selective Attention ◽  
Normal Aging ◽  
Attention Skills

scholarly journals Videogame exposure positively associates with selective attention in a cross-sectional sample of young children

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257877
Author(s):  
Alexandria D. Samson ◽  
Christiane S. Rohr ◽  
Suhyeon Park ◽  
Anish Arora ◽  
Amanda Ip ◽  
...  
Keyword(s):  
Selective Attention ◽  
Children And Adolescents ◽  
Longitudinal Studies ◽  
Reading Skills ◽  
Executive Attention ◽  
Older Children ◽  
Fast Reaction ◽  
Cross Sectional ◽  
Attention Skills ◽  
Visuomotor Skills

There is growing interest in how exposure to videogames is associated with young children’s development. While videogames may displace time from developmentally important activities and have been related to lower reading skills, work in older children and adolescents has suggested that experience with attention-demanding/fast-reaction games positively associates with attention and visuomotor skills. In the current study, we assessed 154 children aged 4–7 years (77 male; mean age 5.38) whose parents reported average daily weekday recreational videogame time, including information about which videogames were played. We investigated associations between videogame exposure and children’s sustained, selective, and executive attention skills. We found that videogame time was significantly positively associated only with selective attention. Longitudinal studies are needed to elucidate the directional association between time spent playing recreational videogames and attention skills.

Selective Attention Skills of Experienced Sonar Operators

1994 ◽  
Vol 78 (3) ◽  
pp. 803-812
Author(s):  
Lex L. Merrill ◽  
Lawrence J. Lewandowski ◽  
David A. Kobus
Keyword(s):  
Selective Attention ◽  
Stroop Task ◽  
Attentional Allocation ◽  
Attention Skills ◽  
Two Samples ◽  
Task Requirements ◽  
Attentional Skills ◽  
Repeated Test

This study investigated the influence of sonar training and experience on the selective attention of experienced and inexperienced operators. The Stroop task was selected as a measure of general selective attention, similar in certain task requirements (attentional allocation) to sonar operation. Across two samples (ns = 32 and 36) and four repeated test sessions groups did not differ significantly in speed or accuracy of Stroop performance. The data suggest that experienced operators do not seem to have developed extraordinary attentional skills and that any attentional skills developed through sonar experience do not generalize to other tasks such as the Stroop.

scholarly journals Cognitive and Linguistic Contributions to Masked Speech Recognition in Children

2020 ◽  
Vol 63 (10) ◽  
pp. 3525-3538
Author(s):  
Ryan W. McCreery ◽  
Margaret K. Miller ◽  
Emily Buss ◽  
Lori J. Leibold
Keyword(s):  
Working Memory ◽  
Speech Recognition ◽  
Selective Attention ◽  
Age Groups ◽  
Normal Hearing ◽  
Future Research ◽  
Older Children ◽  
Cognitive Demands ◽  
Sentence Recognition ◽  
Attention Skills

Purpose The goal of this study was to examine the effects of cognitive and linguistic skills on masked speech recognition for children with normal hearing in three different masking conditions: (a) speech-shaped noise (SSN), (b) amplitude-modulated SSN (AMSSN), and (c) two-talker speech (TTS). We hypothesized that children with better working memory and language skills would have better masked speech recognition than peers with poorer skills in these areas. Selective attention was predicted to affect performance in the TTS masker due to increased cognitive demands from informational masking. Method A group of 60 children in two age groups (5- to 6-year-olds and 9- to 10-year-olds) with normal hearing completed sentence recognition in SSN, AMSSN, and TTS masker conditions. Speech recognition thresholds for 50% correct were measured. Children also completed standardized measures of language, memory, and executive function. Results Children's speech recognition was poorer in the TTS relative to the SSN and AMSSN maskers. Older children had lower speech recognition thresholds than younger children for all masker conditions. Greater language abilities were associated with better sentence recognition for the younger children in all masker conditions, but there was no effect of language for older children. Better working memory and selective attention skills were associated with better masked sentence recognition for both age groups, but only in the TTS masker condition. Conclusions The decreasing influence of vocabulary on masked speech recognition for older children supports the idea that this relationship depends on an interaction between the language level of the stimuli and the listener's vocabulary. Increased cognitive demands associated with perceptually isolating the target talker and two competing masker talkers with a TTS masker may result in the recruitment of working memory and selective attention skills, effects that were not observed in SSN or AMSSN maskers. Future research should evaluate these effects across a broader range of stimuli or with children who have hearing loss.

Auditory Selective Attention in Cerebral-Palsied Individuals

1985 ◽  
Vol 16 (4) ◽  
pp. 260-266 ◽  
Author(s):  
Lee Ann Laraway
Keyword(s):  
Selective Attention ◽  
White Noise ◽  
Normal Subjects ◽  
Auditory Selective Attention ◽  
Normal Individuals ◽  
Significant Difference

The purpose of this study was to determine whether there is a statistically significant difference between the auditory selective attention abilities of normal and cerebral-palsied individuals. Twenty-three cerebral-palsied and 23 normal subjects between the ages of 5 and 21 were asked to repeat a series of 30 items consisting of from 2 to 4 digits in the presence of intermittent white noise. Results of the study indicate that cerebral-palsied individuals perform significantly poorer than normal individuals when the stimulus is accompanied by noise. Noise was not a significant factor in the performance of the normal subjects regardless of age.

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