Selective Attention PDF

Reminders! • • • • • SPI Questions Revision due TONIGHT (11:59 pm) Second Student Article Presentation and Discussion THIS Friday Submit reflections on Moodle Discussion Board by Thursday at 10 am Getting Started Worksheet due on Friday! Quiz 3 is on Friday! • Exam 1 is next Monday! • Learning Go...

Reminders! • • • • • SPI Questions Revision due TONIGHT (11:59 pm) Second Student Article Presentation and Discussion THIS Friday Submit reflections on Moodle Discussion Board by Thursday at 10 am Getting Started Worksheet due on Friday! Quiz 3 is on Friday! • Exam 1 is next Monday! • Learning Goals/Study Guide will be posted on Moodle this afternoon • Make It Stick Reflection 1 due next Friday! Selective Attention Ch. 4 What does it mean to pay a2en3on? “A;en.on is…the taking into possession of the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought…” – William James • A"en%on: means by which we ac.vely select and process a limited amount of informa.on from all the informa.on captured by our senses, our stored memories, and our other cogni.ve processes • Includes both conscious and unconscious processes • Selec%ve A"en%on: A;ending to one source of informa.on while ignoring other s.muli Models of Selective Attention Auditory A7en8on How can we follow just one conversation when several people are talking at once? Cocktail Party Effect Physical characteris8cs were most important in differen8a8ng between messages What kind of informa8on is extracted from the una7ended message? Noticed: • Message changed toned • Switch from male to female speaker Failed to Notice: • Shifts in language • Message played backwards Cherry (1953) Broadbent’s Filter Model 1) All incoming information goes to sensory memory 2) Filter identifies attended message based on physical characteristics 3) Attended message sent to detector that analyzes meaning 4) Message sent to STM Problems with Broadbent’s Model • Par8cipants name gets through • 29% of people report hearing it, more frequent among those with low working memory capacity (Roer & Cowan, 2021) • Dear Aunt Jane study: Par8cipants can shadow meaningful messages that switch from one ear to another (Gray & Wedderburn, 1960) • Weight-related words processed more thoroughly by women dissa8sfied with their weight (Li et al., 2011) Treisman’s A2enua3on Model • A1enuator: Analyzes incoming message based on 1) physical characteris8cs 2) language 3) meaning • Dic5onary Unit: contains stored words with different thresholds for being ac8vated Late-Selection Models • MacKay (1973) found that the meaning of the biasing word affected the par8cipant’s choice in the paraphrase task Unattended ”River” “Money” Attended “They were throwing stones at the bank.” Results suggest unconscious processing of the meaning of the una;ended informa.on Recap: Selec3ve A2en3on Models To what extent is informa0on in the una$ended ear processed for meaning?? • Early Selection Models: • Not at all (Filter Model) • Only if the threshold for activation is low enough (Attenuation Model) • Late Selection Models: • All of it is, but only information relevant to the task makes it into conscious awareness Factors influencing selective attention? It’s Difficult to Ignore Task-Irrelevant S3muli Stroop Effect Red Green What factors might moderate the Stroop effect? Emo%onal Stroop Low Perceptual Load Task High Perceptual Load Task o K N o o o o Which target letter (X or N) was present in the array? N H Z M W Forster & Lavie (2008) Low-Load Task: Uses up only a small amount of a person’s processing capacity • Resources are then available for processing task-irrelevant s8muli High-Load Task: Uses more of a person’s processing capacity • No resources available to process task-irrelevant s8muli High perceptual load is associated with low distractibility Which would be more distrac3ng? Halfalogue effect: It’s more difficult to ignore a one-sided phone conversa8on because we’re ac8vely trying to fill in the other side of the conversa8on (Marsh et al., 2018) Muddiest Point! • Think about all the content we covered today. Is anything unclear? Anything you want to know more about? • If everything’s clear, great! Let me know the most interes.ng thing you learned today in this class!