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Bibliographies thématiques / Attentional learning / Livres

Livres sur le sujet « Attentional learning »

Pour voir les autres types de publications sur ce sujet consultez le lien suivant : Attentional learning.

Auteur : Grafiati

Publié le 11 mars 2023

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1

John, Everatt, dir. Reading and dyslexia : Visual and attentional processes. London : Routledge, 1999.

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2

name, No. Attention and implicit learning. Amsterdam, Netherlands : John Benjamins Pub., 2003.

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3

Jiménez, Luis, dir. Attention and Implicit Learning. Amsterdam : John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/aicr.48.

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4

Gear, Jane. Attention, affect and learning. [Kingston-upon-Hull?] : School of Adult and Continuing Education, University of Hull, 1987.

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1964-, Jiménez Luis, dir. Attention and implicit learning. Amsterdam : John Benjamins Publishing Company, Netherlands, 2002.

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6

Pollmann, Stefan, dir. Spatial Learning and Attention Guidance. New York, NY : Springer US, 2020. http://dx.doi.org/10.1007/978-1-4939-9948-4.

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7

ill, Piazza Gail 1956, dir. Pay attention, Slosh ! Morton Grove, Ill : A. Whitman, 1997.

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8

Liao, Chu-Min. Self-focused attention, analogy learning and implicit motor learning. Birmingham : University of Birmingham, 2001.

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9

Peng, Lin. Investor attention : Overconfidence and category learning. Cambridge, MA : National Bureau of Economic Research, 2005.

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10

Learning disabilities : How to recognize and manage learning and behavioral problems in children. Duluth, Minn : Benline Press, 1997.

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11

Friedman, Paul G. Listening processes : Attention, understanding, evaluation. 2^e éd. Washington, D.C : NEA Professional Library, National Education Association, 1986.

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12

Johnston, Robert B. Attention Deficits, Learning Disabilities, and Ritalin™. Boston, MA : Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-7246-0.

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W, Schmidt Richard, et University of Hawaii at Manoa. Second Language Teaching & Curriculum Center., dir. Attention and awareness in foreign language learning. [Honolulu] : Second Language Teaching & Curriculum Center, University of Hawaii at Manoa, 1995.

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14

Managing attention & learning disorders : Super survival strategies. Wheaton, Ill : Harold Shaw Publishers, 1997.

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15

G, Nadeau Kathleen, Dixon Ellen B et Rose John R, dir. Learning to slow down and pay attention. Annandale, VA : Chesapeake Psychological Publications, 1993.

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16

author, Kaufeldt Martha 1954, dir. The motivated brain : Improving student attention, engagement, and perseverance. Alexandria, Virginia, USA : ASCD, 2015.

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17

B, Osman Betty, dir. Learning disabilities and ADHD : A family guide to living and learning together. New York : J. Wiley & Sons, 1997.

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18

Sharon, Gunton, dir. Learning disabilities. Detroit, MI : Greenhaven Press, 2008.

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19

The autonomous brain : A neural theory of attention and learning. Mahwah, N.J : L. Erlbaum Associates, 1999.

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20

Goldstein, Sam, Jack A. Naglieri et Melissa DeVries, dir. Learning and Attention Disorders in Adolescence and Adulthood. Hoboken, NJ, USA : John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118093085.

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21

Visual attention in children : Theories and activities. Thorofare, NJ : SLACK Inc., 2012.

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22

Effortless attention : A new perspective in the cognitive science of attention and action. Cambridge, Mass : The MIT Press, 2010.

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1966-, Bruya Brian, dir. Effortless attention : A new perspective in the cognitive science of attention and action. Cambridge, Mass : MIT Press, 2010.

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1954-, Wilson Mike, dir. Disabilities affecting learning. Detroit : Greenhaven Press, 2009.

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25

Millichap, J. Gordon. Attention deficit hyperactivity and learning disorders : Questions and answers. Chicago : PNB Publishers, 1998.

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26

Pour une écologie de l'attention. Paris : Éditions du Seuil, 2014.

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27

Langer, Ellen J. The power of mindful learning. Reading, Mass : Perseus Books, 1998.

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Langer, Ellen J. The power of mindful learning. Reading, Mass : Addison-Wesley, 1997.

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29

Learning through listening. 2^e éd. Dubuque, Iowa : Kendall/Hunt Pub. Co., 1994.

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30

B, Johnston Robert. Attention deficits, learning disabilities, and Ritalin : A practical guide. 2^e éd. San Diego, Calif : Singular Pub. Group, 1991.

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31

Graham, Norris Arnold. Learning styles and attentional lateralization in dyslexia. 1993.

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32

Graham, Norris A. Learning styles and attentional lateralization in dyslexia. 1993.

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33

Gottlieb, Jacqueline. Neuronal Mechanisms of Attentional Control. Sous la direction de Anna C. (Kia) Nobre et Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.033.

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Damage to the human inferior parietal lobe produces an attentional disturbance known as contralateral neglect, and neurophysiological studies in monkeys have begun to unravel the cellular basis of this function. Converging evidence suggests that LIP encodes a sparse topographic map of the visual world that highlights attention-worthy objects or locations. LIP cells may facilitate sensory attentional modulations, and ultimately the transient improvement in perceptual thresholds that is the behavioural signature of visual attention. In addition, LIP projects to oculomotor centres where it can prime the production of a rapid eye movement (saccade). Importantly, LIP cells can select visual targets without triggering saccades, showing that they implement an internal (covert) form of selection that can be flexibly linked with action by virtue of additional, independent mechanisms. The target selection response in LIP is modulated by bottom-up factors and by multiple task-related factors. These modulations are likely to arise through learning and may reflect a multitude of computations through which the brain decides when and to what to attend.

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34

The effects of augmented attentional focus on the performance with practice of a closed perceptual-motor task for individuals who differ in task mastery. 1986.

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35

Scerif, Gaia, et Rachel Wu. Developmental Disorders. Sous la direction de Anna C. (Kia) Nobre et Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.030.

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Tracing the development of attentional deficits and their cascading effects in genetically and functionally defined disorders allows an understanding of intertwined developing systems on three levels. At the cognitive level, attention influences perception, learning, and memory. Attention and other cognitive processes interact to produce cascading effects across developmental time. At a systems neuroscience level, developmental disorders can reveal the systems and mechanisms necessary to attain adults’ efficient attentional processes. At the level of cellular neuroscience and functional genomics, disorders of known genetic aetiology provide inroads into cellular pathways and protein networks leading to attentional deficits across development. This chapter draws from both genetically defined and functionally defined disorders to delineate the complexities and necessity of studying attentional deficits and their neural correlates. Studying developmental disorders highlights the need to study attentional processes and other cognitive processes (e.g. memory and learning) in tandem, given their inseparable nature.

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36

The effects of visuo-motor behavior rehearsal on competitive performance tasks, anxiety, and attentional style. 1987.

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The effects of visuo-motor behavior rehearsal on competitive performance tasks, anxiety, and attentional style. 1987.

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38

The effects of visuo-motor behavior rehearsal on competitive performance tasks, anxiety, and attentional style. 1987.

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39

The effects of visuo-motor behavior rehearsal on competitive performance tasks, anxiety, and attentional style. 1987.

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40

The effects of visuo-motor behavior rehearsal on competitive performance tasks, anxiety, and attentional style. 1985.

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41

The effects of visuo-motor behavior rehearsal on competitive performance tasks, anxiety, and attentional style. 1987.

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42

Yu, Angela J. Bayesian Models of Attention. Sous la direction de Anna C. (Kia) Nobre et Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.025.

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Traditionally, attentional selection has been thought of as arising naturally from resource limitations, with a focus on what might be the most apt metaphor, e.g. whether it is a ‘bottleneck’ or ‘spotlight’. However, these simple metaphors cannot account for the specificity, flexibility, and heterogeneity of the way attentional selection manifests itself in different behavioural contexts. A recent body of theoretical work has taken a different approach, focusing on the computational needs of selective processing, relative to environmental constraints and behavioural goals. They typically adopt a normative computational framework, incorporating Bayes-optimal algorithms for information processing and action selection. This chapter reviews some of this recent modelling work, specifically in the context of attention for learning, covert spatial attention, and overt spatial attention.

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43

Guss-West, Clare. Attention and Focus in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212718.

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The Western approach to dance is largely focused on control and mastery of technique, both of which are certainly necessary skills for improving performance. But mindful attention, despite its critical role in high performance, has gotten short shrift—until now. Attention and Focus in Dance, a how-to book rooted in the 20 years of attentional focus findings of researcher Gabriele Wulf, will help dancers unlock their power and stamina reserves, enabling efficient movement, heightening their sensory perception and releasing their dance potential. Author Clare Guss-West—a professional dancer, choreographer, teacher and holistic practitioner—presents a systematic, science-based approach to the mental work of dance. Her approach helps dancers hone the skills of attention, focus and self-cueing to replenish energy and enhance their physical and artistic performance. A Unique, Research-Based Approach Here is what Attention and Focus in Dance offers readers: • A unique approach, connecting the foundations of Eastern movement with Western movement forms • Research-based teaching practices in diverse contexts, including professional dance companies, private studios, and programmes for dancers with special needs or movement challenges • Testimonies and tips from international professional dancers and dance educators who use the book's approach in their training and teaching • A dance-centric focus that can be easily integrated into existing training and teaching practice, in rehearsal, or in rehabilitation contexts to provide immediate and long-term benefits Guss-West explores attentional focus techniques for dancers, teachers and dance health care practitioners, making practical connections between research, movement theory and day-to-day dance practice. “Many dancers are using excessive energy deployment and significant counterproductive effort, and that can lead to a global movement dysfunction, lack of stamina and an increased risk of injury,” says Guss-West. “Attentional focus training is the most relevant study that sport science and Eastern-movement practice can bring to dance.” Book Organisation The text is organised into two parts. Part I guides dancers in looking at the attentional challenges and information overload that many professional dancers suffer from. It outlines the need for a systematic attention and focus strategy, and it explains how scientific research on attentional focus relates to dance practice. This part also examines the ways in which Eastern-movement principles intersect with and complement scientific findings, and it examines how the Eastern and scientific concepts can breathe new life into basic dance elements such as posture, turnout and port de bras. Attention and focus techniques are included for replenishing energy and protecting against energy depletion and exhaustion. Part II presents attention and focus strategies for teaching, self-coaching and cueing. It addresses attentional focus cues for beginners and for more advanced dancers and professionals, and it places attentional focus in the broader context of holistic teaching strategies. Maximising Dance Potential “Whether cueing others or yourself, cueing for high performance is an art,” Guss-West says. “Readers will discover how to format cues and feedback to facilitate effective neuromuscular response and enhance dancer recall of information and accessibility while dancing.” Attention and Focus in Dance offers an abundance of research-backed concepts and inspirational ideas that can help dancers in their learning and performance. This book aids readers in filtering information and directing their focus for optimal physical effect. Ultimately, it guides dancers and teachers in being the best version of themselves and maximising their potential in dance.

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and, Bruno. Attention and Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198725022.003.0009.

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Attention can be defined as a multifaceted gateway to consciousness. We use attention to focus on specific sensory signals (selective attention), to allocate resources to concurrent relevant sources (divided attention), to switch between tasks (alternate attention), to maintain focus on a task for a prolonged period (sustained attention), to ready ourselves for a quick response to sudden novel information (alertness); and all these processes, to some extent, control what sensory signals are processed up to the level of conscious awareness. The multifarious functions of attention often involve multisensory interactions, and in this chapter, will we discuss three broad issues in studying multisensory attention. We will start by considering multisensory spatial attention to signals within different sensory channels in a goal directed manner, in comparison to conditions whereby attention is automatically engaged by external multisensory signals. Next, we will discuss multisensory non-spatial attention. In conclusion, we will discuss the implications for multisensory learning and memory.

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45

Attention and Associative Learning. Oxford University Press, USA, 2010.

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46

Citton, Yves. Ecology of Attention. Polity Press, 2017.

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47

Wulf, Gabriele Ph D. Attention and Motor Skill Learning. Human Kinetics, 2007.

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48

Ecology of Attention. Polity Press, 2016.

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Ecology of Attention. Polity Press, 2016.

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Citton, Yves. Ecology of Attention. Polity Press, 2017.

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