Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
11 Cards in this Set
- Front
- Back
|
Attention
|
Characteristics associated with consciousness, awareness, and cognitive effort as they relate to the performance of skills with particular reference to the limitations associated with these characteristics on the simultaneous performance of multiple skills and the detection of relevant information in the performance environment. What we are thinking about or not, what we are aware of or not.
|
|
|
Attention Theories
|
1. Central-resource theories a. kahneman's attention theory 2. Multiple-resource theories
|
|
|
Central-resource theories
|
attention capacity theories that propose one central source of attention resources for which all activities requiring attention compete. Kahneman's
|
|
|
Kahneman's attention theory
|
Attention= cognitive effort. Single source has a flexible capacity. Available attention = general pool of effort that can be divided. Arousal level and influences attention capacity. Attention demands determine whether capacity is sufficient = evaluation of demands on capacity.
|
|
|
3 General rules influencing how people allocate attentional resources in Kahneman's model
|
Involuntary attention : 1. we allocate attention to ensure that we can complete one activity 2. enduring dispositions Involuntary attention 3. The event is novel for the situation in which it occurs a. meaningfulness of the event b. Momentary intentions
|
|
|
Multiple-Resource Theories
|
Theories of attention proposing hat there are several attention resource mechanisms, each of which is related to a specific information-processing activity and is limited in how much information it can process simultaneously . 3 sources: 1. input and output modalities 2. stages of information processing 3. codes of processing information
|
|
|
Attentional focus
|
to specific characteristics of environment or to action-prep activities. a. Width - broad or narrow focus b. direction - internal or external. Attention switching
|
|
|
Action effect hypothesis
|
actions are best planned and controlled by their intended effects. We code sensory and motor information in a common code.
|
|
|
Constrained action hypothesis
|
Internal focus constrains the motor system because the performer consciously attempts to control it, resulting in a disruption of the automatic motor control performance
|
|
|
Automaticy
|
a person performs a skill or engages in information processing without requiring attention resources
|
|
|
Feature Integration Theory
|
During visual search, we initially group stimuli together according to unique features automatically. These groups form maps with which to focus the attentional spotlight. Movement filter. Search for minimal essential information
|
