lecture 7- applying attention in the real world Flashcards
1
Q
what is the dual task decrement?
A
the difference in performance between doing a task on its own and alongside another task
2
Q
how do the different attention models explain the dual task decrement?
A
- structural early selection models = cost is due to task-switching, as true dual-tasking is not possible so have to switch between either
- capacity models = both tasks drawing on the same reserves of capacity (pulling away from maximum performance of each)
3
Q
what study did Strayer (2003) carry out?
A
can you drive while using your phone?
- two phases- single driving task, dual task hands-free conversation with confederate
- in high-density and low-density traffic simulation
- p’s were slower to break, kept breaking for longer and took longer to slow down in both types of traffic while dual tasking
- also showed lower recognition of items from within simulation in surprise recognition test
- do not seem to have same impact in car conversations
- 12% fail task to park in layby compared to 50% with hands-free conversation
4
Q
what study did Drews (2003) carry out?
A
can you drive while texting?
- nope- used dual task method with driving/texting
- dual task decrements
- slower breaking
- more varied following distances
- showed more ‘failure to maintain lane’ behaviour
- overall: effects are worse than hands-free conversations
5
Q
why were the effects of texting worse than the effects of having a hands-free conversation in the Strayer and Drews studies?
A
hands-free conversations and driving could be two tasks drawing from different modalities
- texting and driving could involve attention switching between two tasks- both visual tasks
- whereas phone call and driving is auditory and visual
6
Q
what study did Hyman (2010) carry out?
A
can you walk while using your phone?
- yes but at costs
- compared when walking and talking on phone with-
- walking on own
- listening to MP3 player
- walking in pairs
- on the phone meant-
- more changing direction and weaving
- less acknowledging others
- missed unicycling clown
7
Q
what are workload models? and how are they applied to e.g flying a plane?
A
- developed from kahneman’s ‘capacity’ models
- focus is on demands on the task, availability or otherwise of mental resources, and the impact of these on task outcome → on bandwith
- multi-task, in order of precedence
- maintain stability and forward momentum of the plane (keep plane flying)
- navigate the plane using instruments, maps etc. to avoid hazards and arrive at destination (keep it on track to a destination)
- lower priority tasks such as routine checks and listening to ATC commination (keep safe)
8
Q
what is Wicken’s model of multi-tasking?
A
- separate resources split into different areas within the model
1. stages of processing: how far down the cognitive system is the process that underlies the task
2. codes of processing: spatial vs verbal (similar to WM)
3. modalities: visual vs. auditory - all of these have a limited amount of bandwidth
- tasks that make demands on different resources should be performed together better than tasks drawing on the same resources
-> different modalities = less impact (dual task better)
9
Q
what study did Wickens (2003) carry out?
A
looked at the impact of information coming from two sources in same or different modalities
- handling normal instruments plus verbal communications (looking at one and hearing one) vs. normal instruments plus text update from ATC (looking at both)
- slight improvement in simulated flight performance for different modalities
- scanned info about outside world more, but more read back errors
10
Q
what did Mendoza (2018) find about multi-tasking?
A
- had students watch a 20min TED talk
- half kept phones and experimenters texted during the lecture
- MCQ test afterwards- had separate items from each quarter of the lecture
- students with phones scored worse on the test (worse in last quarter)
- performance correlated with nomophobia (fear of being away from phone)
11
Q
what features of searching do we know already before applying real world?
A
- searches can be efficient: due to attributes in stimuli, not always bottom-up
- searches can be inefficient: due to conjunctions and discrimination between target and non-targets
- search can be assissted and constrained by gist: possibly by a non-selective pathway that extracts basic semantic information from scene (constrains to make search more efficient- generally helps but can interfere)
12
Q
how is visual search used in medicine?
A
- how radiologists view images is determined by elements of visual scene and expertise
- examined using eye-tracking
13
Q
how do expert radiologists compare in their visual search to novices? (Van der Gijp, 2017, Kok. 2012)
A
- fixate quicker on abnormalities (narrows focus onto key parts of scene so pick up on problems quicker)
- spend less time on non-salient structures
- more systematic/organised search patterns
- students less accurate in diagnosis when there was an abnormality
14
Q
what did Drew (2013) discover about radiologists?
A
- radiologists can detet abnormalities before any eye movement at 70% accuracy
- but localisation judgements after brief accuracy were not accuracy
- experts can extract gist from scene quickly and allows that to constrain their seach- guides it
- novice search patterns not as efficient
15
Q
how is baggage search and analysing medical images different in terms of visual search?
A
- in baggage search, search space is disorganised/varied so it is more difficult to develop gist
16
Q
what did Mccarley (2004) find?
A
- p’s searched for a target over a number of trials and sessions
- accuracy and speed improved with practice
- but decreased with novel targets
- so improvement is in identification of item, not searching for item
17
Q
what did Wolfe (2005) find?
A
- lab target is present 50% of the time
- but in real life, looked-for ‘targets’ are rare
- prevalence- target (like ‘abnormality’) present in 1%, 10% or 50%
- accuracy is affected by prevalence (not difficulty)- worrying inaccuracy at low prevalence
18
Q
what did Bard & Fleury (1976) find?
A
- expert and novice basketball players shown scenes of play
- experts not faster in choices, but different search patterns
- more focused on empty space and their teammates’ marker
19
Q
what did Savelbergh (2002) find?
A
- compared expert and novice goalkeepers attention to penalty kick
- experts more accurate on direction and height of kick and waited longer to make decision
- fixated on fewer areas in scene: kicking, non-kicking leg and ball
- novices focused more on top half and hips
20
Q
what do we know about visual search from the real world?
A
- in real life searching, expertise is key
- determines where and what you search for, perhaps driven by improved sense of gist that can extracted quickly form the scene
- prevalence also affects search- less likely target is to be there, more likely to miss it (not great in terms of rare diagnoses!)
21
Q
how is cognitive functioning different in schizophrenia?
A
- deficit- falling short of predicted cognitive function may be early warning of onset
22
Q
how did Luck’s (2006) spatial cuing task work and what did they find about schizophrenia?
A
- circle array of letters in boxes
- cue was removal of box from one letter- p’s had to identify which letter this was
- mask was placed over each letter 50ms after/100ms after etc.
- aim was to see how quick attention was to clock cue in controls vs. schizophrenics
- patients increase in accuracy was similar to controls
- shows no differences in automatic and peripheral processing
23
Q
what study did Gold (2007) carry out and find?
A
- 2 types of search: pop-out target (feature search- bottom-up automatic) and conjunction search- (top-down controlled)
- both controls and schizophrenics had efficient bottom-up searches (feature)
- patients had less efficient top-down search
24
Q
what does a flatter/steeper slope show about attention on a graph?
A
flatter = more efficient (adding doesn’t affect accuracy)
25
what did Maruff (1998) find about uninformative and counter-indicating cues?
- peripheral cues: informative, uninformative, counter-indicating
- for counter, controls looked in opposite direction as knew cues were wrong (controlled responding)
- patients did better on informative and uninformative, but poorly on counter
- looking in wrong place most of the time- could not counteract automatic responding
26
what did Fuller (2006) conclude about attention in schizophrenia?
- searches that require more attentional control are more inefficient in patients
- deficit is in control of attention, not implementation
- automatic tasks (e.g classic cuing and pop-out searches) are intact
27
why is there this deficit in attentional control in schizophrenia?
- executive function- allows us to have voluntary control over our behaviour
- people with schizophrenia have deficits in planning, cognitive flexibility, verbal fluency (all require control over behaviour)
- attnetional deficit is part of this general deficit
28
what part of attention is impaired in ASD?
- 'joint attention'- capacity to share attentional focus with other social partners
- children with ASD have difficulty following eye gaze in an everyday setting
- which is important in verbal learning and interacting with other children
- eye gaze cueing also important in development in joint attention -> ASDs don't show responsiveness to these
29
what study did Kyllianen & Hietanen (2004) carry out?
- classic eye gaze paradigm
- compared controls vs. high functioning ASD and asked about direction of gaze
- no sig different between groups (both showed validity effect at 200ms and 800ms)
30
what study did Gillespie-Lynch (2013) carry out with ASD children?
- used neutral and emotional faces as stimuli
- found some effect of diagnosis
- no validity effect for short SOA in ASD children when non-verbal mental age was controlled for
31
what study did Zhao (2017) carry out using eye gaze and arrows?
- tested cueing using more complex task (environment is more complex than simply face and a cue)
- cues provided by gaze or arrow, target (left or right) presented by audio voice or tone
- found effect for eye gaze over arrows for controls, no difference with ASD children
32
what are the conclusions about attentional deficits in schizophrenia?
schizophrenia: unimpaired basic attention orientation to tasks, issues are with top-down control of attention linked to general deficit in executive processing
autism: cueing using eye gaze not badly impaired in ASD (seems to be automatic response), but mixed- when tasks are more complex, more difference
