scholarly journals On the influence of spatial and value attentional cues across individuals

2021 ◽  
Author(s):  
Kelly Garner ◽  
Michelle Lovell-Kane ◽  
Luke Carroll ◽  
Paul Edmund Dux
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Clustering Algorithm ◽  
Explanatory Power ◽  
Visually Guided ◽  
Combination Strategies ◽  
Incentive Value ◽  
Priority Map ◽  
Bias Attention ◽  
Attentional Cues

The visual world provides a myriad of cues every instance that can be used to direct information processing. How does the brain integrate predictive information from disparate sources to modify visual priorities, and are combination strategies consistent across individuals? Previous evidence shows that sensory cues that are predictive of the value of a visually guided task (incentive value) and cues that signal where task-relevant stimuli may occur (spatial certainty) act independently to bias attention. Anticipatory accounts propose that both cues are comparably encoded into an attentional priority map, whereas the counterfactual account argues that incentive value cues instead induce a reactive encoding of losses based on the direction of attention. Here we adjudicate between these alternatives and further determine whether there are individual differences in how attentional cues are encoded. 149 participants viewed two coloured placeholders that specified the potential value of correctly identifying an imminent target if it appeared in that specific placeholder. Prior to the target’s presentation, an endogenous spatial cue indicated the target’s more likely location. The anticipatory and counterfactual accounts were used to motivate parametric regressors that were compared in their explanatory power of the observed data, at the group level and on data stratified by a clustering algorithm applied to identify individual differences. The algorithm revealed 2 subtypes in the population; whereas all individuals use spatial certainty cues a subset does not use incentive value cues. However, when used, the influence of incentive value cues reflects a counterfactual loss function. The data show that spatial certainty and incentive value act independently to influence visual priorities because they act at distinct points in information processing, and that theories of motivated attention must account for the non-uniform influence of incentive value on visual priorities.

Attachment and Field Dependence: Individual Differences in Information Processing

2004 ◽  
Vol 9 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Patrizia Vermigli ◽  
Alessandro Toni
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Field Dependence ◽  
Attachment Styles ◽  
Close Relationships ◽  
Adult Age ◽  
Males And Females ◽  
Figure Test ◽  
The Relationship ◽  
Measure Field

The present research analyzes the relationship between attachment styles at an adult age and field dependence in order to identify possible individual differences in information processing. The “Experience in Close Relationships” test of Brennan et al. was administered to a sample of 380 individuals (160 males, 220 females), while a subsample of 122 subjects was given the Embedded Figure Test to measure field dependence. Confirming the starting hypothesis, the results have shown that individuals with different attachment styles have a different way of perceiving the figure against the background. Ambivalent and avoidant individuals lie at the two extremes of the same dimension while secure individuals occupy the central part. Significant differences also emerged between males and females.

scholarly journals Less Illusion of a Just World in People with Formally Diagnosed Autism and Higher Autistic Traits

2020 ◽  
Author(s):  
Alex Bertrams
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Locus Of Control ◽  
Autistic Traits ◽  
Well Being ◽  
Autism Diagnosis ◽  
Just World ◽  
External Locus ◽  
General Belief ◽  
Autistic People

AbstractPeople differ in how strongly they believe that, in general, one gets what (s)he deserves (i.e., individual differences in the general belief in a just world). In this study (N = 588; n = 60 with a formal autism diagnosis), whether or not autistic people and those with high autistic traits have a relatively low general belief in a just world is examined. The results revealed the expected relationship between autism/higher autistic traits and a lower general belief in a just world. In a subsample (n = 388), personal belief in a just world, external locus of control, and self-deception mediated this relationship. These findings are discussed in terms of autistic strengths (less biased information processing) and problems (lowered well-being).

scholarly journals The Impact of Work Characteristics on Social Distancing: Implications at the Time of COVID-19

2021 ◽  
Vol 18 (10) ◽  
pp. 5074
Author(s):  
Keisuke Kokubun ◽  
Yoshinori Yamakawa
Keyword(s):  
Information Processing ◽  
Multiple Regression ◽  
Explanatory Power ◽  
Work Conditions ◽  
Multiple Regression Model ◽  
Social Characteristics ◽  
Work Characteristics ◽  
Social Distancing ◽  
Using Data ◽  
The Impact

The coronavirus disease (COVID-19) continues to spread globally. While social distancing has attracted attention as a measure to prevent the spread of infection, some occupations find it difficult to implement. Therefore, this study aims to investigate the relationship between work characteristics and social distancing using data available on O*NET, an occupational information site. A total of eight factors were extracted by performing an exploratory factor analysis: work conditions, supervisory work, information processing, response to aggression, specialization, autonomy, interaction outside the organization, and interdependence. A multiple regression analysis showed that interdependence, response to aggression, and interaction outside the organization, which are categorized as ”social characteristics,” and information processing and specialization, which are categorized as “knowledge characteristics,” were associated with physical proximity. Furthermore, we added customer, which represents contact with the customer, and remote working, which represents a small amount of outdoor activity, to our multiple regression model, and confirmed that they increased the explanatory power of the model. This suggests that those who work under interdependence, face aggression, and engage in outside activities, and/or have frequent contact with customers, little interaction outside the organization, and little information processing will have the most difficulty in maintaining social distancing.

Information Processing vs Visual Attention during Incidental Learning

1976 ◽  
Vol 43 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Richard A. Wyrick ◽  
Vincent J. Tempone ◽  
Jack Capehart
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Visual Attention ◽  
Eye Movement ◽  
Discrimination Training ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Order Information ◽  
Level Of Training ◽  
The Relationship

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

scholarly journals Prospect Theory Reflects Selective Allocation of Attention

2017 ◽  
Author(s):  
Thorsten Pachur ◽  
Michael Schulte-Mecklenbeck
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Loss Aversion ◽  
Weighting Function ◽  
Risky Choice ◽  
Process Models ◽  
Attention Allocation ◽  
Psychological Constructs ◽  
Probability Information ◽  
As If

There is a disconnect in the literature between analyses of risky choice based on cumulativeprospect theory (CPT) and work on predecisional information processing. One likely reason is that for expectation models (e.g., CPT) it is often assumed that people only behaved as if they conducted the computations leading to the predicted choice, and that the models are thus mute with regard to information processing. We suggest that key psychological constructs in CPT, such as loss aversion and outcome and probability sensitivity, can be interpreted in terms of attention allocation. In two experiments, we tested hypotheses about specific links between CPT parameters and attentional regularities. Experiment 1 used process tracing to monitor participants’ predecisional attention allocation to outcome and probability information. As hypothesized, individual differences in CPT’s loss-aversion, outcome-sensitivity, and probability-sensitivity parameters (estimated from participants’ choices) were systematically associated with individual differences in attention allocation to outcome and probability information. For instance, loss aversion was associated with the relative attention allocated to loss and gain outcomes, and a more strongly curved weighting function was associated with less attention allocated to probabilities. Experiment 2 manipulated participants’ attention to losses or gains, causing systematic differences in CPT’s loss aversion parameter. This result indicates that attention allocation can to some extent cause choice regularities that are captured by CPT. Our findings demonstrate an “as-if” model’s capacity to reflect characteristics of information processing. We suggest that the observed CPT–attention links can be harnessed to inform the development of process models of risky choice.

scholarly journals Understanding burnout according to individual differences: ongoing explanatory power evaluation of two models for measuring burnout types

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Jesús Montero-Marín ◽  
Ricardo Araya ◽  
Barbara Olivan Blazquez ◽  
Petros Skapinakis ◽  
Vicente Martinez Vizcaino ◽  
...  
Keyword(s):  
Individual Differences ◽  
Explanatory Power ◽  
Power Evaluation

Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension

2020 ◽  
Vol 11 (3) ◽  
pp. 423-447 ◽  
Author(s):  
Ahmed Masrai
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Listening Comprehension ◽  
Working Memory Capacity ◽  
Explanatory Power ◽  
Memory Capacity ◽  
Vocabulary Knowledge ◽  
Pedagogical Practice ◽  
The Impact

AbstractListening comprehension constitutes a considerable challenge for second language learners, but little is known about the relative contribution of individual differences in distinct factors to listening comprehension. Since research in this area is relatively limited in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary knowledge and working memory, there is a need for studies that seek to fill the gap in our knowledge about the specific contribution of aural vocabulary knowledge, written vocabulary knowledge and working memory capacity to explaining listening comprehension. Among 130 non-native speakers of English, the present study examines what proportion of the variance in listening comprehension is explained by aural vocabulary knowledge, written vocabulary knowledge, and working memory capacity. The results show that aural vocabulary knowledge is the strongest predictor of listening comprehension, followed by working memory capacity, while written vocabulary knowledge contributes only marginally. The study discusses implications for the explanatory power of aural vocabulary knowledge and working memory to listening comprehension and pedagogical practice in second language classrooms.

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