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Dissertations / Theses on the topic 'Attention'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Reinholdt-Dunne, Marie louise. "The relationship between Attention Control, Attentional Bias, and Anxiety." Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518493.

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2

Hanania, Rima. "Selective attention and attention shifting in preschool children." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380084.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences and the program in Cognitive Science, 2009.
Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7881. Adviser: Linda B. Smith.
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3

Aktanius, Franzon Emelie. "ATTENTION : Are you the director of your attention?" Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171757.

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Awareness is the experiencing in life. It is how you experience being yourself in your surroundings moment by moment. But of all the possible things you can be aware of in the moment, it is something that always takes the spotlight. Attention is that directing spotlight. Attention is the focus in the open field of awareness. Attention is something that we have all the time, but it seems to be constrained to the experience of a thought or emotion that we have in the moment. We have a feeling that we are our thoughts and therefor as soon as something arises in the mind, we have an urge to strive towards what´s pleasant and pushing away what´s not. But the attention is directed towards what seems more important at the moment and our values can therefor change due to the circumstance that we are in, and instead of acting in our environment, we react. Meanwhile we habitually direct our attention towards so many things that we hope will contribute to our wellbeing, that we don’t have time to see that we are directing the attention in the completely wrong direction. Wellbeing isn’t the effect of any outer condition, it is a state of mind. Our minds are the space where our lives are played out. Which means that the only thing we could possibly have control over, is how we respond to the situations that occur in our lives.    To make us the director of our attention, to not lose more moments to a momentary reactive mind is hard. During my investigations of how Japanese architectural strategies activates the mind, the aim for my project was developed, to shape spaces that activates awareness. The challenge is to not direct the attention in another direction, but to put the attention on attention itself. This project tries to do this by merging body with space, or by making the mind the space.
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4

Holmes, Amanda Heloise. "Anxiety and attentional bias : the role of central attention processes." Thesis, Birkbeck (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395161.

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5

Arvidsson, Andrea. "Meditation, attention and the brain: function, structure and attentional performance." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15908.

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Meditation has been practiced around the world for thousands of years and has during the past decade become increasingly popular in the Western world. Meditation can be seen as a form of mental exercise and refers to a family of complex emotional and attentional regulatory practices that involves different attentional, cognitive monitoring and awareness processes. Clinical research on meditation has demonstrated that meditation seem to reduce stress, anxiety, and depression. Recent interest in how meditation affect the human brain and body have lead to an increase in research regarding the neural correlates of meditation, structural changes induced by meditation, and the potential attentional and emotional benefits mediated by meditation. This thesis investigates expert related changes in neural activity, brain structure, and attentional performance induced by focused attention meditation (FAM) and open monitoring meditation (OMM). The research on meditation and the brain is still in its infancy but despite this, there seem to be some converging evidence of meditation’s impact on the human brain and mind. The results from the included studies in this thesis indicates that expert meditators show greater activation in some meditation related brain areas, as well as less activation in other areas when compared to novice meditators. The results also suggest that long-term meditation practice induce some structural changes in the brain and that meditation seem to enhance the practitioners’ attentional control.
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Knipp, Diana Kathleen. "Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder." Thesis, Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1312%5F1%5Fm.pdf&type=application/pdf.

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7

McCarthy, John Dylan. "Changing attention." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264180.

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8

Driver, Jonathon S. "Selective attention." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236243.

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9

Zanni, Caroline A. A. "Attention and music : understanding young children's attention and the potential of music to increase attention." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85108.

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This study examined three areas related to attention in primary school-aged children to answer the following questions: Are there a distinct neuropsychological differences for young children referred by teachers as lacking in attention compared to those not lacking in attention? Are there advantages to using neuropsychological measures of attention over behaviour rating scales and observations in preschool or early grade school population? Can these same neuropsychological tools evaluate the effectiveness of music with children that have attention problems?
There were 24 participants in this study, 12 children rated as having attention problems by their teacher and 12 children in the control group. Participants age ranged from 5 years 0 months to 6 years 11 months. All the children were of average intelligence, and were attending an English school or preschool within the greater Montreal Area. Participants served as their own controls for the music conditions. Participants were nested within group and order for the four treatment conditions.
Findings indicated that attention difficulties not only affect behaviour, attention, and inhibition, but also influence cognitive processes in language, memory, and visual perceptual abilities especially visual motor precision. Neuropsychological tests were useful in the assessment of children's attention difficulties and could be used to differentiate attention problems that are strictly behavioural from those that are more likely the result of neuropsychological deficits. For children with attention problems environment and music had limited effects on neuropsychological variables. Rock and roll increased children's ability to sustain visual attention if they were classified as having an attention problem. It did not have this effect for children without attention problems. Gross motor inhibition is also affected by rock and roll, but only for boys who have attention problems. Higher level interactions with gender were found in overall neuropsychological functioning and with respect to music. School based interventions must be based not only on behaviour but also on cognitive deficits; early intervention is important to this process.
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10

Booth, Rob. "Attentional control theory & Stroop interference - selective attention deteriorates under stress." Thesis, University of Kent, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498822.

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Riggs, Elizabeth E. "Assumptions of Attentional Shift: Measurement of Physical Attention During Audio Narratives." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1590677141040261.

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12

Cissell, Gayla. "An Investigation of Visual Attention in Attention-Deficit Hyperactivity Disorder." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/935.

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What is known as Attention-deficit Hyperactivity Disorder (ADHD) today has been known by other titles in the past such as minimal brain dysfunction and Hyperkinetic Reaction of Childhood. These label changes represented the change in knowledge and understanding of the disorder over time. Today, it is thought that a main component to the disorder is an attention deficit. The problem is that of yet, the cause of this deficit has not been identified. In an attempt to further understand this disorder, visual attention studies are being conducted. Following this lead, the Visual Attention Analyzer was used to investigate a link between ADHD and visual attention. As the UFOV™ had never been used as a measure of visual attention in children, two studies were performed. The first study was to establish the UFOV™ Visual Attention Analyzer as a reliable measure of visual attention in children. It was found using the test-retest method that the UFOV™ is a test of moderate reliability for six and seven year olds. As there was little variability in the eight to fifteen year olds' performance, the Pearson correlation coefficient was truncated, producing a low reliability score. When the discrepancy in pre and post composite scores were examined, in this regard, it was found that the UFOV™ was actually a more reliable measure for the older children than the younger children. With the question concerning the reliability of the UFOV™ as a measure of visual attention in children answered, the second study addressed primarily whether there was a difference between children with Attention-Deficit Hyperactivity Disorder (ADHD) characteristics and normal childrens' performance of the UFOV™ tasks. Based on the most stringent definition of ADHD used in the study, the UFOV™ did not discriminate between the seven year old children with ADHD characteristics and normal children. It did discriminate between the eight through twelve year old children with ADHD characteristics and normal children.
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Lundqvist, Daniel. "The face of wrath : how facial attention captures visual attention /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-556-5.

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14

Wu, Shu-Chieh. "Attention and eye movements : saccade preparation leads to attention shift /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488193272069296.

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15

Nilsson, Carl Patrik. "Attention to Advertising." Doctoral thesis, Umeå University, Umeå School of Business, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-897.

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Attention to Advertising

Carl Patrik Nilsson, Umeå School of Business, Umeå University SE-901 87 Umeå, Sweden

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In advertising, capturing consumers’ attention is imperative. Yet, how attention to advertising works in a World Wide Web context has not been researched extensively. This area is the main focus of this research.

The World Wide Web is an interactive medium which has characteristics that deviate from traditional media channels. Considering the unique properties of the World Wide Web it was deemed important to study how attention to advertising is affected by various contexts as well as attention getting techniques.

The study was conducted in order to develop an understanding of how advertisements in different Web task environments are being attended to as well as how attention to advertisements varies between different attention getting techniques that are being used in Web advertising. Furthermore, a model which describes the relationship between context, attention getting techniques and attention to advertising was developed and tested. In connection to this it was tested whether click-through or click-rate is indeed an adequate method when measuring advertising effect and thereby to what extent the pay per click pricing strategy is appropriate.

In order to address the research issues a theoretical framework was assembled. Nine hypotheses were formulated deriving from the framework. To test the hypotheses and the model, an experimental research design was employed. Three experiments were designed to study the hypotheses formulated. A total of 702 individual experiments were conducted.

The conclusions from the study reveal that Web task environments indeed have an impact on attention to advertising. Increased complexity or a more difficult task environment demands more cognitive resources which in turn produces lower attention levels to the advertising stimulus. Reduced complexity, on the other hand, releases cognitive resources that can be spent elsewhere. Thus, a higher attention level to the advertising stimulus was recorded. This also confirmed the properties of the proposed model; namely that the permeability of a filtering mechanism is dependent on for instance level of goal orientation and complexity of the physical task environment i.e. the complexity of the Web site. The study revealed that attention getting techniques such as pop-up advertisements increase the attention to advertising. However, it was found that pop-up advertisements are effective, not mainly because of their abrupt presentation, but because of the distinct properties of the frame. It was found that the frame has a negative meaning for Web users and when the frame comes into the visual field it will attract their attention. At the same time attention will also be distributed towards the advertisement itself. This is recorded as an increase in attention towards the advertising message.

The results show that the click-through measure is not an appropriate method when measuring advertising effect. The click-through measure may severely underestimate the advertising effect. Consequently, using click-through frequencies as a basis for pricing is inappropriate, unless the effects at play have been well understood and taken into consideration.

Key words: Attention to advertising, attention getting techniques, Web advertising, Web environment, click-through

Studies in Business Administration, B series, No 60.

ISSN 0346-8291, ISBN 91-7264-189-4

Umeå School of Business - Sweden 2006

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Nilsson, Patrik. "Attention to advertising /." Umeå : [Handelshögskolan], Umeå universitet, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-897.

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17

Zhang, Dapeng [Verfasser], and Bernhard [Akademischer Betreuer] Nebel. "Switching Attention Learning." Freiburg : Universität, 2011. http://d-nb.info/112346622X/34.

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18

Bahrami, Bahador. "Attention without awareness." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/17248/.

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Judging by introspection and intuition, most of us would agree that the we become conscious of events in the external physical world when we pay attention to them and things we notice (i.e., become conscious of) are the ones that attract our attention. A long tradition of investigations in psychology and neuroscience also confirm that attention and awareness go hand in hand. Recently, however, the validity of this intuition has been questioned. This thesis addresses the hypothesis that attention and awareness might be disentangled at behavioural and neurobiological levels. Two main questions were: (1) does allocation / withdrawal of attention to / from unconscious stimuli affect the contents of subconscious processing and if so, could one demonstrate such modulations at the perceptual levels of processing? (2) What are the neural substrates of attentional selection of unconscious perception? In order to address these questions I adopted the framework of Load Theory combined with a recently developed technique called Continuous Flash Suppression (which combines binocular rivalry with dichoptic masking allowing for prolonged periods of unconscious exposure to visual stimuli). In 7 behavioural experiments I demonstrated (1) orientation-specific adaptation to unconscious gratings (rendered invisible by CFS); (2) such subconscious orientation processing was modulated by attentional load in a concurrent orthogonal foveal task as well as by sustained spatial attention. Finally, using functional magnetic resonance imaging (fMRI) I showed that human primary visual cortex (Vl) response to invisible stimuli was also modulated by attentional load. My findings join a-number of recent works in challenging the traditional view that attention and awareness are one and the same as well as the idea that attention acts as the gate-keeper to awareness. They also support the suggestion that neither the availability of attentional capacity for stimulus processing nor allocation of spatial attention can be a sufficient condition for awareness.
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Edgar, Christopher James. "Serotonin and attention." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/2896/.

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The serotonergic system along with other brain neurotransmitter systems has been implicated in the modulation of cognitive function. Dysregulation or pathology in neurotransmitter systems is thought to underlie the cognitive impairments associated with normal ageing, a number of disease states and chronic drug abuse. Research into the influence of serotonergic systems on cognition has focussed on the modulation of other neurotransmitter systems by serotonergic input and the importance of serotonergic receptor subtypes for learning and memory. There is evidence supporting an action of serotonin to inhibit attentional processes, perhaps primarily through inhibition of dopaminergic function, but also via other neurotransmitter systems critical to attentional function such as the noradrenergic and cholinergic systems. Studies indicate that the serotonin selective reuptake inhibitors may impair aspects of attention, whilst acute tryptophan depletion to reduce serotonin synthesis and release, may enhance aspects of attention. These data have resulted in several researchers proposing general theories of serotonergic inhibition, particularly in respect to attention/arousal. However, differential effects may be seen from studies of the various serotonergic receptor subtypes, which have so far been targeted, indicating a general theory may not be sufficient to explain the data. The evidence presented in this thesis demonstrates that some of the paradigms used thus far to support general theories of serotonergic inhibition of attention/arousal may be flawed. Specifically, monoamine depletion studies may not be able to separate serotonergic and dopaminergic influences on cognition, whilst studies of selective serotonin reuptake inhibitors and chronic ecstasy use have not controlled well for influences of sleep on cognition. Furthermore, evidence from studies of the serotonin receptor subtypes may indicate effects specific to neuropsychological processes underlying measures of attention/arousal or differential effects on aspects of cognition, which may contradict a general theory of inhibition. In conclusion, general theories of inhibition are still sufficient to account for the majority of data. However, in further academic and clinical research, thorough investigation of cognition will be critical to the development of more detailed theory and the development of effective drug treatments for cognitive disorders. Furthermore, the consideration of confounding factors in research such as the influence of sleep on cognition and the competition between monoamines for transport, is critical to the understanding and interpretation of the scientific literature to date.
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Sach, Andrew John. "Auditory spatial attention." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325696.

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Soza, Jessica. "Focus of Attention." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784104.

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The MFA Acting and Performance Pedagogy program at CSULB has inspired me to investigate non-psychological based acting techniques. These newfound techniques, coupled with my classical singing background, led me to discover how to perform with joy and ease. Sanford Meisner acting technique exercises effectively redirected my attention away from myself and onto my scene partner in singing and acting. In performance and teaching, I am able to utilize the Meisner technique to uncover what inhibits the actor’s attention and subsequently redirect their focus to the present moment. Declan Donnellan’s The Actor and the Target and Timothy Gallwey’s The Inner Game of Tennis, provide strategies to free the actor from inhibiting factors that prevent him/her from behaving naturally under imaginary circumstances. The use of all these concepts both in practice and performance allows actors to redirect their attention onto the imaginary circumstances and discover true freedom and joy in performance.

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Vallejo, Samudio Álvaro Roberto, and Arévalo Martha Isabel Córdoba. "Treatments and attention." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100851.

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Sexual abuse mainly affects children of both genders and women, with serious consequences for the victims and their familial and the social environment. This article traces available literature on the actions on the part of public health systems in some countries, aimed at supporting survivors of sexual abuse. It also examines the most recommended psychological treatments for repairing the mental health of victims. Sexual abuse in developing countries should be a public safety issue, more so in Colombia, where rape of women is a weapon of war used by players in sociopolitical violence.
El abuso sexual afecta fundamentalmente a niños de cualquier género y mujeres, dejando graves secuelas en las víctimas, y en su medio familiar y social. Este artículo rastrea las publicaciones disponibles en materia de acciones encaminadas al apoyo de sobrevivientes de abuso sexual, por parte de los sistemas de salud pública en algunos países, y los tratamientos de origen psicológico más recomendados para la reparación de la salud mental de las víctimas.El abuso sexual en países en desarrollo debe ser un asunto de seguridad pública, más aun en Colombia, donde la violación de mujeres es una arma de guerra usada por los actores de la violencia sociopolítica
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Hewett, Michael Scott. "Computational perceptual attention /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008350.

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Marks, Lori J. "Attention Deficit Disorders." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3575.

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Burhol, Anne Cecilie, and Asgeir Riseth. "Social Phobia: The Effects of Attention Training Technique and Situational Attentional Refocusing." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15870.

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The present study investigates the effectiveness of the attention training technique (ATT) and the situational attentional refocusing (SAR) in decreasing the maintaining factors of social phobia identified in Clark and Wells (1995). Also, the study examines the effect ATT and SAR have on comorbid symptoms often associated with social phobia. A convenience sample of twelve participants meeting the Diagnostic and Statistical Manual of Mental Disorders’ (DSM-IV) (American Psychiatric Association, 1994) criteria for social phobia were assigned to ATT and SAR treatment. Assessments were conducted pre-, mid-, and post-treatment, and during treatment. At post-treatment 58% of the participants no longer met the criteria for social phobia and 50% had achieved reliable change on self report. Significant differences were found on most measures, with strong effect sizes (ranging from 0.97 – 2.54). ATT and SAR seem to be effective interventions for social phobia and comorbid symptoms. ATT and SAR are relatively brief interventions that could easily be included in a step-care treatment approach.
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Pettit, Sharon. "Attention deficit/hyperactivity disorder : the role of delay aversion and attentional bias." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390719.

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Morrison, Amanda Sue. "Attention Bias and Attentional Control in the Development of Social Anxiety Disorder." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/290208.

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Psychology
Ph.D.
Although several efficacious treatments exist for social anxiety disorder (SAD), less research has been devoted to identifying specific mechanisms involved in the etiology of SAD using high-risk, longitudinal designs. Given the high prevalence and personal and societal burden associated with a diagnosis of SAD, research is needed to elucidate causal factors at play in the development of SAD to inform innovative prevention programs for at-risk individuals. Theoretical models and empirical research suggest that biased attention toward threat-relevant information is an important factor in the maintenance of SAD. However, relatively little is known about the role of attention bias to threat in the development of SAD, and evidence is inconclusive with regard to whether attention biases lead to increases in anxiety over time. Also, only one study has examined attentional control as a potential factor moderating this relationship despite long-held assertions that "control over cognitive processes" may be an important individual difference factor determining the strength of the relationship between attention bias and development of excessive anxiety. Finally, a few studies have shown that attention bias to threat predicts stress reactivity, but these studies have only been conducted in unselected samples rather than with individuals at risk for developing SAD. Thus, the aims of this study were to examine the moderating effects of risk for SAD and attentional control on the relationships between attention bias to threat and (1) psychological and biological social stress reactivity and (2) development of SAD. The primary aim of the study was to examine the aforementioned relationships using attention bias to threat as assessed using the modified probe detection task (MPDT). In an exploratory analysis, the relationships were examined using an index of attention disengagement bias assessed with the Posner spatial cueing task (PSCT). Attentional control was represented by four indices, analyzed in separate regression analyses given their weak bivariate associations (i.e., Antisaccade task reaction time and accuracy rate, Attention Network Test executive control score, and total score on the Attentional Control Scale). First-year college students at low or high risk for developing SAD completed assessments of attention bias, attentional control, and anxiety during their first month of college. Approximately four months later, they completed a social stressor task and the same self-report measures of social anxiety. At the end of their first year in college, they completed the self-report measures of social anxiety once more, as well as a diagnostic interview for SAD. Correlational analyses indicated that attention bias to threat on the MPDT was associated with concurrent self-reported social anxiety but did not prospectively predict psychological or biological social stress reactivity, self-reported social anxiety, or SAD diagnostic status at the end of the first year in college. Hierarchical regression analyses supported the hypothesized double moderation for concurrent social anxiety, such that high levels of attentional control weakened the association between attention bias toward threat and social anxiety, only among the individuals at high risk for SAD. However, analyses did not support this relationship in predicting prospective outcomes, and several unexpected patterns emerged in which interactions between attention bias and attentional control were observed to predict prospective outcomes, but only among individuals at low risk for developing SAD. Likewise, exploratory analyses using the PSCT index of attention bias revealed unexpected interactions between risk group, attention bias, and attentional control. Considered together, results of the current study highlight the importance of considering individual differences in attention bias and attentional control in the maintenance and development of SAD.
Temple University--Theses
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Kelly, Natalie. "Age-related changes in attentional modulation during dynamic attributes of visual attention." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5586/.

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Age-related changes in vision (such as decline in visual acuity, contrast sensitivity, temporal resolution, spatial resolution and visual motion processing) and cognition (such as slowing of the information processing system) are a factor of normal, healthy ageing. This thesis investigated the application of attentional modulation during perceptual tasks involving temporal order judgement and motion discrimination. The main aim was to discover if there are any differences in the ways that young and older adults utilise attentional resources. When provided with training to use attentional cues, young and older adults showed enhanced performance during temporal order discrimination. Age differences were identified in the way that the two age groups utilised attentional resources, where older adults used the cues at lower levels of task difficulty compared to young adults. Age differences in attentional modulation were supported by fMRI results which indicated that older adults were utilising a different cortical network to that of young adults to modulate sensory processing in motion specific regions both when attention was focused on the prevailing task, and when attention was divided between two tasks concurrently.
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Andrade, Brendan F. S. "Selective and sustained attention in children with and without attention difficulties." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51988.pdf.

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Bleckley, M. Kathryn. "Working memory capacity as controlled attention : implications for visual selective attention." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28885.

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Lin, Chao-Chung. "The attention attraction characteristics of signal words under division of attention." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/28927.

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Parks, Emily Leonard Hopfinger Joseph B. "What holds your attention? the neural effects of memory on attention /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2542.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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Bonetti, Francesca. "Distractor filtering in the visual attention domain: evidence for habituation of attentional capture." Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/245992.

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In everyday life, we are constantly surrounded by a huge amount of information.Since our attentional resources are limited, we need to select just the stimuli that we want to process. Despite our voluntary attempt to select a precise information, it often occurs that a salient stimulus or event automatically captures our attention, regardless its irrelevance. The fact that we are immediately and unintentionally attracted by sudden visual onsets provides a clear advantage for our survival. However, in spite of that, the possibility to counteract visual distraction is fundamental for an efficient interaction with the environment, particularly when a salient but irrelevant stimulation repeatedly affects our visual system. And then, how can we resist from being continuously distracted by irrelevant repetitive onsets? The current work is aimed to explore the mechanisms that we use to filter irrelevant information, with a focus on habituation, an ancestral form of learning that has recently been associated to the decrement of attentional capture observed in several studies. This experience-dependent learning process is defined as a behavioral response decrement that results from repeated stimulation and that does not involve sensory or motor fatigue. I will first provide the reader with a general introduction (Chapter 1) concerning the visual attention field, with a particular emphasis on attentional capture and the filtering of irrelevant information. I will then (Chapter 2) try to disentangle the two main accounts concerning the nature of the distractor filtering, the first claiming that filtering is accomplished to shield target processing from interference (top-down inhibitory control hypothesis), and the second stating that the passive exposure to a repeating visual onset is sufficient to trigger learning-dependent mechanisms to filter the unwanted stimulation (habituation hypothesis). After providing strong evidence in favor of the latter account, I will then examine (Chapter 3) to what extent the filtering of irrelevant information that we achieve through the mechanisms underlying habituation is affected by contextual cues, showing that this kind of filtering is context-dependent. Finally (Chapter 4), motivated by the existence of a strong functional and anatomical link between attention and the oculomotor system, I will explore whether habituation affects also the oculomotor capture triggered by an onset distractor, showing that the execution of reflexive saccades is subject to habituation, while the programming component is not. Taken together, the results of the present work give a strong contribution to the attentional capture field in showing that both attentional and oculomotor capture are subject to habituation, that this form of learning is context-specific and that it occurs also when we are passively exposed to a visual irrelevant stimulus.
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34

Bonetti, Francesca. "Distractor filtering in the visual attention domain: evidence for habituation of attentional capture." Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/245992.

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In everyday life, we are constantly surrounded by a huge amount of information.Since our attentional resources are limited, we need to select just the stimuli that we want to process. Despite our voluntary attempt to select a precise information, it often occurs that a salient stimulus or event automatically captures our attention, regardless its irrelevance. The fact that we are immediately and unintentionally attracted by sudden visual onsets provides a clear advantage for our survival. However, in spite of that, the possibility to counteract visual distraction is fundamental for an efficient interaction with the environment, particularly when a salient but irrelevant stimulation repeatedly affects our visual system. And then, how can we resist from being continuously distracted by irrelevant repetitive onsets? The current work is aimed to explore the mechanisms that we use to filter irrelevant information, with a focus on habituation, an ancestral form of learning that has recently been associated to the decrement of attentional capture observed in several studies. This experience-dependent learning process is defined as a behavioral response decrement that results from repeated stimulation and that does not involve sensory or motor fatigue. I will first provide the reader with a general introduction (Chapter 1) concerning the visual attention field, with a particular emphasis on attentional capture and the filtering of irrelevant information. I will then (Chapter 2) try to disentangle the two main accounts concerning the nature of the distractor filtering, the first claiming that filtering is accomplished to shield target processing from interference (top-down inhibitory control hypothesis), and the second stating that the passive exposure to a repeating visual onset is sufficient to trigger learning-dependent mechanisms to filter the unwanted stimulation (habituation hypothesis). After providing strong evidence in favor of the latter account, I will then examine (Chapter 3) to what extent the filtering of irrelevant information that we achieve through the mechanisms underlying habituation is affected by contextual cues, showing that this kind of filtering is context-dependent. Finally (Chapter 4), motivated by the existence of a strong functional and anatomical link between attention and the oculomotor system, I will explore whether habituation affects also the oculomotor capture triggered by an onset distractor, showing that the execution of reflexive saccades is subject to habituation, while the programming component is not. Taken together, the results of the present work give a strong contribution to the attentional capture field in showing that both attentional and oculomotor capture are subject to habituation, that this form of learning is context-specific and that it occurs also when we are passively exposed to a visual irrelevant stimulus.
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35

Choi, Poi-ki, and 蔡博麒. "The role of divided attention and selective attention in time perception deficit of children with attention deficit hyperactivity disorder (ADHD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196502.

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Time deficit in people with ADHD has been consistently found, but the underlying mechanism remains unclear. The present study aimed to investigate whether divided attention and selective attention are the causes for the deficit; and whether duration judgment performance was related to everyday temporal behaviour. 20 children with ADHD and 23 control children (mean age = 9 years 5 months) matched on age and IQ with no significant difference in working memory were tested. Experiment 1 used retrospective and prospective paradigms with arithmetic tasks. We compared time reproduction and arithmetic performances of the two groups across paradigms and found the expected interaction on the arithmetic performance but not the main effects of group or paradigm, and the interaction on time reproduction. Experiment 2 consisted of different event structures with simple motor tasks. We compared time reproduction of the two groups across structures and found the expected main effect of group and interaction effect but not main effect of structures. Furthermore, our results only provided limited support for the relationship between duration judgment and everyday temporal behaviour. The present findings suggest that aspects of attention remains promising as potential causes for time deficit in ADHD.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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36

Jefferies, Lisa N. "Tracking attention in space and time : the dynamics of human visual attention." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/11564.

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Attention is essential to everyday life: without some selective function to guide and limit the processing of incoming information, our visual system would be overwhelmed. A description of the spatiotemporal dynamics of attention is critical to our understanding of this basic human cognitive function and is the primary goal of this dissertation. In particular, the research reported here is aimed at examining two aspects of the spatiotemporal dynamics of attention: a) the rate at which the focus of attention is shrunk and expanded along with the factors that influence this rate, and b) the factors governing whether attention is deployed as either a unitary or a divided focus. The present research examines the spatiotemporal dynamics of focal attention by monitoring the pattern of accuracy that occurs when participants attempt to identify two targets embedded in simultaneously presented streams of items. By asking participants to monitor these streams simultaneously, with the spatial and temporal positions of the two targets in the streams being varied incrementally, it is possible to index the extent of focal attention in both space and time. Chapter 2 develops this behavioural procedure and assesses the rate at which the focus of attention is contracted. A qualitative model is put forward and tested. Chapter 3 examines factors that modulate the temporal course of attentional narrowing in young adults who presumably can exercise efficient control of attentional processes. In contrast, Chapter 4 examines the effect of reduced attentional control by examining the same process in older adults. The second goal of this thesis was to examine whether focal attention is deployed as a unitary or a divided focus. These two perspectives are generally viewed as mutually exclusive. The alternative hypothesis pursued in Chapter 5 is that focal attention can be deployed as either a single, unitary focus or divided into multiple foci, depending on the observers mental set and on the task demands. The final chapter then combines and compares the findings across all experiments and evaluates how they fit in with current theories of visual attention.
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37

Hedge, Craig. "Selective attention in working memory - is there a link to perceptual attention?" Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627966.

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Understanding human cognition requires the characterisation of the limitations that our processing capacities are subject to. Such questions have been central to the examination of two key constructs in cognitive psychology: Working Memory (WM) and attention. In the domain of WM, recent models have posited a focus of attention, analogous to selective attention in perception, in which a single item is prioritised over others for cognitive operations. In nine experiments, this thesis explores the nature of the focus of attention in spatial WM in two regards. First, I used eye movements and reaction times to examine how priority is allocated to internal representations (Experiments 1-4). The results of these experiments indicated that orienting in WM could be decomposed into processes analogous to perceptual attention orienting. Through this, I was able to characterise three contributions to the switch cost: a) a process of cue evaluation; b) the process of orienting between objects; and c) interference between locations arising from attention shifts. Subsequently, I observed neurophysiological correlates of the first and third of these contributions in event-related potentials (Experiment 5). Second, building upon an increasing amount of evidence indicating an overlap between perception and WM, I sought to examine whether analogous processes of selection in both domains reflect a common mechanism (Experiments 6-9). Specifically, I examined whether the selection of an object in spatial WM was dependent on mechanisms underlying perceptual processing. The findings from these experiments indicated that selection in WM interacts with perceptual attention shifts, but is not dependent upon them. Overall, this thesis provides an account of how selection in WM is related to perceptual attention, and critically, how they are distinct. I account for these findings in a framework which specifies distinct representations for perception and WM, but in which they interact through a shared representation of attentional priority.
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38

Hill, Jemma. "Attention training and the Positive Illusory Bias in Attention Deficit Hyperactivity Disorder." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/attention-training-and-the-positive-illusory-bias-in-attention-deficit-hyperactivity-disorder(0b136c3a-52fc-42e1-96e4-8ed15242cd0a).html.

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Paper 1 provides a systematic review on the association between children over-rating their competence, termed Positive Illusory Bias (PIB), and Attention deficit hyperactivity disorder (ADHD). The evidence towards this construct was examined, in addition to its environmental specificity and modifiability. Findings confirmed an association between PIB and ADHD, with most studies evidencing higher discrepancies between self and adult ratings of competence in children with ADHD compared to controls. The nature and magnitude of this association was less clear however, with some of these studies showing absolute ratings of children to be similar to controls, and a PIB only evidenced when adults were used as objective evaluators, not actual performance. Thus the review was unable to discount the idea that the PIB may, in part, be a function of the system around children with ADHD under-estimating their abilities. Clinical implications are discussed. Paper 2 presents an investigation into the efficacy and feasibility of a metacognitive therapy technique, Attention Training (ATT) in children with ADHD. A novel intervention in this population, the study employed a single case series design, followed by an uncontrolled trial, both with a 6-week follow up. A total of 16 children aged 7-11 under the care of a children and adolescent mental health service received 5 sessions of the ATT. Findings revealed that children rated their attention as significantly improved, despite no statistical improvement found on parent ratings. Significant improvements were also shown in working memory and other aspects of executive functioning. Adherence to home practice of the ATT was generally poor, but session attendance was good and the treatment was well-liked by parents. Clinical implications and directions for future research are indicated. Paper 3 is a critical reflection of the research process. Reflections on paper 1 and 2 are given, including limitations and clinical implications. The impact of the research process on my personal development and learning is also discussed.
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39

Driggers-Jones, Lauren P. "A Tactful Conceptualization of Joint Attention: Joint Haptic Attention and Language Development." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3607.

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Research investigating associations between joint attention and language development have thus far only investigated joint attention by way of visual perceptions while neglecting the potential effects of joint attention engaged through other sensory modalities. In the present study, I aimed to investigate the joint attention-language development relationship by investigating the possible links between joint haptic attention and language development, while also exploring the likely contributions of joint visual attention through a mediation analysis. Using video recordings from an archival dataset, measures of joint haptic attention and joint visual attention were derived from behavioral tasks, and measures of vocabulary development were attained from a caregiver reported measure. Analyses revealed that joint haptic attention was associated with joint visual attention, and that joint visual attention was related to language development; however, there were no significant associations between joint haptic attention and language development. Study limitations, future directions, and conclusions are discussed.
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40

Martin, Jesse. "An interference continuum for selective attention in vision : evidence from the attentional blink." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270688.

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41

Sage, Karen Elizabeth. "Attention and emotion processing in children and parents : Exploring anxiety and attentional bias." Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525689.

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42

Huang, Yang-Ming. "Do emotional stimuli inevitably capture attention? : an investigation using the attentional blink paradigm." Thesis, University of York, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442356.

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43

McDonough, Michael C. "Adult attentional functioning in families with children diagnosed as attention-deficit hyperactivity disorder." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618398.

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The purpose of this study was to explore what differences, if any, existed between individuals and families with or without children diagnosed as Attention-deficit Hyperactivity Disorder. Information was gathered to identify subjects according to such demographic and situational variables as age, race, education, occupation, income, and performance on tasks requiring sustained attention and concentration. to further understand possible etiology each subject completed a neuropsychological battery. Collected data was analyzed to determine if the differences were significant.;The subjects were selected from the author's private practice and the local churches and schools that refer to that practice. Each subject completed a biographical questionnaire, the Gordon Diagnostic System (GDS) and the Luria-Nebraska Neuropsychological Battery, Form I, Adult version (LNNB). Chi-square analysis, t-tests, and difference of proportions tests were used to examine the collected data.;The groups were similar in terms of age. There were no statistically significant differences between groups on the LNNB. Several of the differences on the GDS measures of vigilance and distractibility did not achieve statistical significance.;Significant differences were noted on variables including education levels, response times during measures of sustained attention, concentration and distractibility, and historical behavioral checklists. A trend analysis of the findings was offered suggesting visual processing as contributing to the delays in response time. The performance of individuals demonstrating problems with attention, concentration, and distractibility revealed significant problems with writing and mathematics. Implications, conclusions, and suggestions for further research were offered.
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Smeraldi, Fabrizio. "Attention-driven pattern recognition /." [S.l.] : [s.n.], 2000. http://library.epfl.ch/theses/?nr=2153.

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45

Sharma, Sonia. "Caffeine, expectancy and attention." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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46

Francis, Kelly Anne. "Attention and Polyphonic Music." UNIVERSITY OF ROCHESTER, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3478289.

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47

Gelow, Stefan. "Attention in emotion regulation." Thesis, Stockholms universitet, Psykologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92076.

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The concept of emotion and how to regulate it is a central aspect of modern psychology. Within the process model of emotion regulation (Gross, 1998), one issue is how attentional deployment affects emotion regulation and how this can be measured. In task 1, pictures of positive or negative valence were showed in two conditions, either attend or decrease emotional reaction, while participants’ eye movements were followed with an eye tracker. Ratings of arousal and valence were significantly affected by instruction, but dwell times were only significant for positive pictures. In task 2, participants were directed either to emotional or non-emotional parts of emotional pictures while skin conductance was recorded. Arousal and valence ratings decreased significantly in non-emotional areas, but no effect could be found for skin conductance data. Results were generally weak in regards to the effectiveness of measuring gaze to indicate emotion regulation in the form of attentional deployment. For future studies, research of individual differences in habitual usage of attentional deployment for emotion regulation was suggested.
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48

Spence, Charles J. "Audiovisual links in attention." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264512.

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49

Williams, Natalie. "Attention in the pigeon." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/25067/.

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Using methodology devised by Pearce, Esber, George and Haselgrove (2008), the role of attention in discrimination learning in pigeons was investigated. In Chapter 1 a review of literature revealed several unanswered questions Experiments 1 and 2 explored whether attention is paid to entire dimensions or to individual stimuli. In a test, pigeons learnt a discrimination based upon previously relevant stimuli more rapidly than they did a discrimination based on previously irrelevant stimuli. This was evident when discriminations were based on colours that were close or far apart on the spectrum. Experiment 3 attempted to detect latent inhibition in pigeons. No effect was observed; findings were attributed to the amount of attention paid to a stimulus being determined by the degree of responding to it. In Experiment 4 compounds in which components were superimposed on the other eliminated the effects seen in Experiment 3. Experiment 5 explored whether more attention is paid to reliable or unreliable predictors of outcome. No evidence was found of greater attention paid to partially-reinforced stimuli. Experiment 6 found pigeons learnt more rapidly about previously reinforced stimuli when accompanied by stimuli with low associative strength than with stimuli with high associative strength. Experiment 7 explored whether attention increased to previously non-reinforced stimuli from a discrimination. No evidence was found. Experiment 8 asked the same question but paired previously non-reinforced and previously irrelevant stimuli during Stage 2. The discrimination based upon non-reinforced stimuli was learnt more rapidly than the discrimination based upon irrelevant stimuli. From the findings presented it seems attentional changes were masked by the amount of time a pigeon spent pecking at a stimulus. The exception was the final experiment. It seems attentional changes as envisaged by Mackintosh (1975a) may occur, but are only apparent when the effect of the amount of pecking is reduced.
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Wong, Ting-ting Natalie. "Sustained attention in schizophrenia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29727686.

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