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1
Vatterott, Daniel Brown. "Learning to overcome distraction." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1784.
Повний текст джерелаАнотація:
Complex behaviors require selectively attending to task-relevant items, and ignoring conspicuous, irrelevant items. For example, driving requires selectively attending to other cars on the road while ignoring flashing billboards. Dominant models of attentional control posit that we avoid distraction by biasing attention towards task-relevant items, and our ability to avoid distraction depends on the strength and specificity of this bias. I find that a strong, specific bias towards task-relevant items is insufficient for preventing distraction. Instead, preventing distraction also requires past experience ignoring distractors. I also find that long-term memory systems, rather than visual short-term memory or priming memory systems, maintain this experience. Based upon these findings, I propose that effective attentional control not only demands a strong, specific bias towards task-relevant items, but also requires that observers learn to ignore conspicuous, irrelevant items.
2
Chih-Ta, Tai. "Some neural bases of attentional learning." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670291.
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3
Rowland, L. "Attentional processes in implicit sequence learning." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1446102/.
Повний текст джерелаАнотація:
Recent conceptualisations of human learning and memory have drawn a distinction between conscious (explicit) and unconscious (implicit) processing modes (e.g., Clark & Squire, 1998). In line with this dichotomy, researchers have suggested that implicit learning is accomplished by automatic mechanisms that acquire information incidentally (Jimenez, 2003). Concordant with classical definitions of automaticity (Schneider & Shiffrin, 1977), the present thesis investigates whether implicit learning can be distinguished by its propensity to operate without placing demands on attentional resources and by its independence from selectional control. In contrast to previous studies, it was found that learning in the probabilistic serial reaction time (SRT) task is impaired by the presence of a secondary task designed to consume attentional resources (Experiment 1 cf. Jimenez & Mendez, 1999), and that selective attention during encoding is necessary for learning about an incidental to-be-ignored sequence (Experiments 6, 7 & 9 cf. Cock, Berry, & Buchner, 2002). Thus, these results do not support the existence of an automatic implicit learning system. Additionally, Experiment 1 presents evidence that SRT learning is conscious. However, experimental procedures that interfered with input stages of SRT learning - by introducing irrelevant distractors into the display - revealed that implicit learning is highly resistant to disruption of the selection process (Experiments 2-5 & 9). Moreover, other experiments (Experiments 8 & 9) show that two complex probabilistic sequences can be learned simultaneously, which further indicates that such learning is robust in the presence of noisy input. Collectively, these findings are consistent with the view that implicit learning is subserved by a powerful incidental learning mechanism, yet, like explicit processes, requires attention and awareness to function optimally (St. John & Shanks, 1997).
4
Lam, W. K., and 林永佳. "The attentional demands of implicit motor learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182207.
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5
Lam, W. K. "The attentional demands of implicit motor learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182207.
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6
Cosman, Joshua Daniel. "Task-specific learning supports control over visual distraction." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2845.
Повний текст джерелаАнотація:
There is more information in the visual environment than we can process at a given time, and as a result selective attention mechanisms have developed that allow us to focus on information that is relevant to us while ignoring information that is not. It is often assumed that our ability to overcome distraction by irrelevant information in the environment requires conscious, effortful processing, and traditional theories of selective attention have emphasized the role of an observer's explicit intentions in driving this control. At the same time, effortful control on the basis of explicit processes may be maladaptive when the behaviors to be executed are complex and dynamic, as is the case with many behaviors that we carry out on a daily basis. One way to increase the efficiency of this process would be to store information regarding past experiences with a distracting stimulus, and use this information to control distraction upon future encounters with that particular stimulus. The focus of the current thesis was to examine such a "learned control" view of distraction, where experience with particular stimuli is the critical factor determining whether or not a salient stimulus will capture attention and distract us in a given situation. In Chapters 2 through 4, I established a role for task-specific learning in the ability of observers to overcome attentional capture, showing that experience with particular attributes of distracting stimuli and the context in which the task was performed led to a predictable decrease in capture. In Chapter 5, I examined the neural basis of these learned control effects, and the results suggest that neocortical and medial temporal lobe learning mechanisms both contribute to the experience-dependent modulation of attentional capture observed in Chapters 2-4. Based on these results, a model of attentional capture was proposed in which experience with particular stimulus attributes and their context critically determine the ability of salient, task-irrelevant information to capture attention and cause distraction. I conclude that although explicit processes may play some role in this process under some conditions, much of our ability to overcome distraction results directly from past experience with the visual world.
7
Sheikh, Rohani Saeid. "Acquiring fear and threat related attentional biases through informational learning." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38613/.
Повний текст джерелаАнотація:
Research has found that threat related attentional biases towards novel animals can be induced in children by giving threat information about the animals. Naturally occurring (i.e. non-induced) threat related attentional biases have also been found in both children and adults in the past research. The naturally occurring threat stimuli mainly include phobia stimuli and the threat stimuli that are assumed to have evolutionary roots (e.g., threatening facial expressions, and poisonous animals). In the present research, induced and naturally occurring threat related attentional biases were investigated and contrasted in children and adults. The participants' manual RTs and eye movements were measured in five experiments using the visual search paradigm to examine the attentional biases. The participating children, regardless of their trait anxiety scores, showed attentional bias toward angry faces as indexed by RT and eye movement measures. In the second and third experiments, children acquired fear of novel animals by listening to threat information about them. They later showed attentional bias to the newly feared stimuli: the presence of the animal's images interfered with detecting an irrelevant target, and the animal's images were detected faster than the control stimuli when presented as hidden targets in naturalistic scenes. In the fourth and fifth experiments, no enhancement of attentional bias towards fear-relevant stimuli due to receiving threat information was evident, as no difference was found between the threat information and the no information snake stimuli in terms of attention deployment measures. Strong evidence of naturally occurring attentional bias toward snake stimuli, however, was found in both RTs and overt attention indices. Overall, the RT data provided more robust evidence than the eye movement data in support of the predicted threat related attentional biases. It was argued that attentional biases to fear stimuli might have different levels which develop over time, with fast threat processing (indexed by faster RTs) appearing soon after the fear is acquired.
8
Tharp, Ian James. "The effect of personality on attentional strategy in category learning." Thesis, Goldsmiths College (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499975.
Повний текст джерелаАнотація:
This thesis explores the mediating effects of personality on attention and performance during the learning of novel categories. Major theories of category learning emphasise the role of dopamine on a variety of processes engaged during such learning. Two core personality domains, namely extraversion and a cluster of traits collectively termed impulsive, anti-social, sensation seeking (ImpASS) were considered These personality traits were of interest because it has been suggested that their biological basis may partly reflect variation in dopaminergic neurotransmission. Schizotypal personality, owing to its association with schizophrenia, may also reflect dopaminergic function and was also considered.
9
Micucci, Antonia <1989>. "Rejecting emotional distractors: experience-mediated attentional learning and motivational relevance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8896/1/tesi%20antonia%20micucci.pdf.
Повний текст джерелаАнотація:
Survival depends on the ability to rapidly detect emotionally significant stimuli, and adapt one's behavior accordingly. When an emotional stimulus occurs, attention is involuntarily diverted to it, causing a disruption in performance in a concurrent task. Emotional distractors not only capture attention but also engage cortico-limbic motivational systems. In terms of cortical responses, it is well established that emotional pictures elicit a larger late positive potential (LPP) than neutral ones. The behavioral interference and emotional modulation of the LPP have been interpreted as evidence that emotional stimuli are prioritized in terms of perception, and that the engagement of motivational systems occurs automatically. However, few studies have examined whether we can learn to ignore constantly irrelevant emotional stimuli through direct experience. The current thesis examines the extent to which experience with task-irrelevant images modulates attentional capture by emotional pictures, and which stage of emotional processing is affected by distractor experience. In Experiment 1 (Experiments 1a and 1b), the role of distractor experience was examined in terms of distractor frequency, showing that frequent exposure to distracting images reduced the interference of novel (never repeated) emotional stimuli, even when they were rare, and consequently, highly significant. In line with this finding, Experiment 2 (Experiments 2a and 2b) provided evidence that practice with variable distracting images reduced the emotional interference effect. Conversely, the affective modulation of the LPP persisted despite the frequent occurrence of distractors and the prolonged exposure to distractors. Altogether these findings suggest that evaluative processes are mandatory, as suggested by the affective modulation of the LPP. However, observers can adaptively ignore irrelevant emotional stimuli after the evaluation process has occurred, indicating that the ability to overcome emotional attentional capture results directly from experience with distracting events, and depends, therefore, on the possibility to learn that such stimuli are inconsequential.
10
Ostrowski, Erik Jon. "THE INFLUENCE OF SELF-REGULATED ATTENTIONAL FOCUS ON MOTOR SKILL LEARNING AND PERFORMANCE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/901.
Повний текст джерелаАнотація:
The advantages of an external focus of attention are very consistent within the motor learning literature. That is, focusing on cues external to the body while performing a task will allow for greater motor skill learning and performance benefits compared to focusing internally. Likewise, there is a vast consistency within the self-regulated learning literature. Individuals that are allowed to alter or adjust a certain characteristic of their practice environment have consistently performed significantly better than individuals following a predetermined practice arrangement mirroring the schedule determined by their self-regulated counterpart. The purpose of this study was to investigate the motor skill learning and performance benefits of choice in attentional focus instructions while executing a golf putt. It was hypothesized that in practice: the self-regulated and control groups will perform similar to each other, but both will perform better than the yoked group; all participants will perform better when focusing externally rather than internally; and a majority of participants within all groups would indicate that focusing externally rather than internally elicited greater performance benefits by the end of practice on day 1. It was also hypothesized that the self-regulated and control groups will perform similar to each other on the retention and transfer tests, but both will perform better than the yoked group; and finally, a majority of participants would indicate that focusing externally rather than internally will elicit greater performance benefits by the end of the retention and transfer tests respectively. The results from this study indicated that the self-regulated and control groups performed similar to each other during practice, retention and transfer, but did not differ significantly from the yoked group. Also, approximately only 40% of all participants believed that adopting an external focus of attention would elicit greater performance benefits than an internal focus during practice, retention and transfer. This study provides practitioners with an increased understanding of how a participant-controlled learning environment affects which focus of attention is adopted by the learner. Since the advantages of an external focus of attention are robust, and there appeared to be no clear preference for using one focus over the other when given a choice, it might be appropriate to suggest that practitioners should continue to promote an external focus of attention in their learning environments until further research investigating the interactions of self-regulated practice and attentional focus are conducted.
11
Peterson, Scott Alan. "Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29861.
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12
Qwillbard, Tony. "Less information, more thinking : How attentional behavior predicts learning in mathematics." Thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100999.
Повний текст джерелаАнотація:
It has been shown in experiments that a method of teaching where students are encouraged to create their own solution methods to mathematical problems (creative mathematically founded reasoning, CMR) results in better learning and proficiency than one where students are provided with solution methods for them to practice by repetition (algorithmic reasoning, AR). The present study investigated whether students in an AR practice condition pay less attention to information relevant for mathematical problem solving than students in a CMR condition. To test this, attentional behavior during practice was measured using eye-tracking equipment. These measurements were then associated with task proficiency in a follow-up test one week after the practice session. The findings support the theory and confirm previous studies in that CMR leads to better task performance in the follow-up test. The findings also suggest that students within the CMR condition whom focus less on extraneous information perform better.Experiment har visat att en undervisningsmetod i vilken elever uppmuntras att själva komma på lösningsmetoder till matematiska problem (creative mathematically founded reasoning, CMR) resulterar i bättre inlärning och färdighet än en metod i vilken eleverna ges en färdig en lösningsmetod att öva på genom repetition (algorithmic reasoning, AR). Denna studie undersöker om elever under en AR-träningsbetingelse ägnar mindre uppmärksamhet åt information som är relevant för matematisk problemlösning än vad elever under en CMR-träningsbetingelse gör. För att testa detta mättes elevernas uppmärksamhetsbeteende under träning med hjälp av ögonrörelsekamera. Måtten ställdes sedan i relation till uppgiftsfärdighet i ett uppföljningstest en vecka efter träningssessionen. Resultaten stödjer teorin och bekräftar tidigare studier som visat att CMR leder till bättre prestation i uppföljningstestet. Resultaten tyder även på att de elever under CMR-betingelsen som fokuserar minst på ovidkommande information presterar bättre.
13
Carelse, Bernadette. "Children's experiences of learning mindfulness to help develop their attentional skills." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3041/.
Повний текст джерелаАнотація:
Introduction This research explored children’s experiences of learning mindfulness to help develop their attentional skills. Mindfulness is a quality of awareness that may be developed by purposefully cultivating an open, curious attitude of acceptance with which to attend to events in the present moment (Bishop et al., 2004; Kabat-Zinn, 2003). Certain practices may help cultivate this state. Literature Review Practicing mindfulness has been shown to improve attention and well-being and decrease depression. Mindfulness practices may also help adolescents with attentional difficulties (van der Oord, Bogels, & Peijnenburg, 2012; Zylowska et al., 2008). Literature on children’s experiences of mindfulness and mindfulness in schools and for children with attentional difficulties was sparse. These gaps in the literature inspired the main research question: What are children's experiences of mindfulness? Methodology The research adopted a critical realist position at the methodological level, creating a narrative on the participants’ experiences, and a transformative approach at the sociological level, empowering the participants with skills for developing their attention. A small-group Mindfulness-based Attention Training (MBAT) intervention was designed and implemented in a mainstream primary school. Six children (Year 5, aged 9), identified as having mild attentional difficulties, participated in this intervention, during which they learnt mindfulness practices and drew or wrote about their experiences. Before and after the intervention, they were interviewed, during which the Child Acceptance and Mindfulness Measure (CAMM) was completed to explore potential changes in trait mindfulness. During the final interview, the children spoke about their experiences of mindfulness, using their pictures as prompts. iv Children’s experiences from the CAMM The CAMM provided background information to the participants and their attentional difficulties. No significant difference was found between the children’s scores of levels of mindfulness before and after the intervention. Children’s experiences through IPA The research also developed an understanding of the participants’ experiences of the state of mindfulness. This data was analysed using Interpretative Phenomenological Analysis (IPA). Their experiences included feeling calm, relaxed and happy and becoming aware of detailed physical sensations and sounds. In addition during the mindfulness practices they recalled past events, mostly happy ones, and imaginary ones with positive associations. Later in the intervention, their experiences indicated emerging detachment from thought processes and included metaphors for awareness of the attentional processes and personalised strategies for developing skills in sustaining their attention on present moment events with kindness. Discussion The research had produced a comprehensive analysis of the children’s experiences of state mindfulness. Its use of drawings had helped the children to recall and express their experiences. Overall, there had been some qualitative, but not quantitative changes in levels of trait mindfulness. The participants’ had applied the practices, including being better able to concentrate, sit still and focus on the teacher. They also preferred the bodyscan, using metaphors and support to develop a personal practice. The discussion included speculation on how mindfulness may address attentional difficulties, such as distractibility, rumination and automaticity. It also evaluated the methodology and considered implications for using mindfulness in school settings and educational psychology practice. Conclusion The research made a unique contribution to understanding children’s experiences of states of being including those reflecting emergent mindfulness and their views on applying and learning mindfulness practices.
14
Kirk, Karen S. "Relations between measures of attention and memory in the assessment of children with attentional difficulties." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1203.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xi, 156 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-136).
15
Do, Carmo Blanco Noelia. "Attention and associative learning : from neural correlates to psychophysics." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30017.
Повний текст джерелаАнотація:
L’apprentissage des relations entre événements dans notre environnement nous permetd’anticiper des futures cibles et guide notre comportement. Une partie de cet apprentissage alieu sans intention, i.e. implicitement. Notre capacité limitée de traitement, qui contraste avec larichesse de notre environnement, impose la sélection d’une partie des informations sensorielles.Quels stimuli sont donc sélectionnés quand on apprend des associations ? Dans quelle mesurel’apprentissage sollicite des ressources attentionnelles ? Cette thèse porte sur les interactionsentre l’attention et l’apprentissage associatif.Dans la première partie expérimentale, nous avons étudié si la capture attentionnellependant l’apprentissage associatif est modulée par la prédictibilité de la cible. Nous avonsconçu 2 études EEG dans lesquels nous avons manipulé la valeur de la contingence entre indiceet cible. Nous avons trouvé deux biais attentionnels différents. Dans la première expérience lescibles inattendues ont montré une priorité attentionnelle, tandis que dans la deuxième ce sontles cibles prédictibles qui ont été privilégiées, y compris quand l’apprentissage est implicite.Ceux deux biais attentionnels, qui ont déjà été décrits en référence aux cibles dans des modèlesattentionnels de l’apprentissage, pourraient être au service de buts comportementaux différents.Dans la deuxième partie, nous avons étudié si les ressources attentionnelles disponiblesaffectent la capacité à discriminer des associations entre un indice et une cible. Pour cela nousavons mesuré la sensibilité aux associations sous différentes contraintes attentionnelles, à l’aided’un paradigme de double tâche. Nos données montrent que la discrimination est diminué parune tâche de suppression articulatoire concurrente et abolie par une tâche de charge cognitiveélevée. Bien qu’il ait été suggéré que l’apprentissage associatif puisse être automatique, nosdonnées montrent qu’il sollicite des ressources attentionnelles considérablesLearning relations between events in our environment allows us to anticipate futureoutcomes and guides our decisions. Part of this learning occurs without intention, implicitly.Given the enormous amount of information available, which contrasts with our limitedprocessing capacity, the selection of certain stimuli becomes crucial. So which stimuli do weselect when we learn associations? How do the available attentional resources modulatelearning? This thesis focuses on the intertwining between associative learning and attention.In the first experimental part, we investigated whether the deployment of attentionduring associative learning is modulated by expectations. In particular, we conducted twoEEG studies in which we manipulated the contingent relation between a cue and an outcome.We found two different attentional biases. In the first experiment, unexpected outcomescaptured attention preferentially whereas predictable outcomes were prioritized in the second,and importantly even when the learning of the associations was implicit. We argue that theseattentional biases, which have already been described in attentional models of associativelearning, likely serve different goals.In the second experimental part, we examined to what extent associative learningrequires attention. With that aim, we measured sensitivity to contingency in three studiesunder different attentional constraints. Our data show that the ability to assess associations isdiminished by an articulatory suppression secondary task and is abolished by a highlydemanding task. While it has been suggested that associative learning might be an automaticprocess, our findings demonstrate that attention is critical to contingency assessment
16
Alami, Arya. "EFFECTS OF CHANGING ATTENTIONAL FOCUS REMINDER RATES ON LEARNING TO THROW DARTS." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/390.
Повний текст джерелаАнотація:
The purpose of the study was to examine the effects of an external focus of attention on the learning of dart throwing at three different focus reminder frequencies (every two, every four and every ten trials). Twenty-four male and female subjects were randomly assigned to one of three groups. Subjects threw darts at a circular target 60 times over two days while getting a reminder of their intended external focus at the three different reminder frequencies. Five-day delayed retention and transfer tests were conducted to assess learning, each consisting of five trials. The target was comprised of five concentric circles, with the center zone worth five points and the outer-most zone worth one point. Target scores were used for statistical analysis. Findings show that the groups given a reminder after every fourth and tenth trial perform better during acquisition (F=13.61; p<0.001). Furthermore, the group that received a reminder after every tenth trial performed the best during the retention test. Although, the high variability within groups may have prevented more significant differences between reminder frequency groups in the retention and transfer test results, it is evident that less-frequent reminders result in better performance and learning of dart throwing.
17
Nolan, Russell Patrick. "An External Focus of Attention Enhances Isometric Wall Sit Endurance Time: A Quantitative and Qualitative Analysis of the Attentional Focus Effect." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/590.
Повний текст джерелаАнотація:
Recently, attentional focus studies involving force production have demonstrated that when participants focused externally motor units were recruited more efficiently and muscular communication was enhanced. When participants focused internally, however, increased "noise" was incorporated into the neuromuscular system resulting in energy waste. The present study explored the effects of an external or internal focus of attention in the isometric wall sit endurance test. Since motor unit recruitment is more efficient under an external focus, it was hypothesized that participants (n = 23) would have a higher endurance time when they focused externally (ex. I want you to focus on pretending like you are sitting in a chair through the duration of the trial) rather than internally (ex. I want you to focus on keeping your knee at 90 degrees through the duration of the trial). Results revealed when participants focused externally they had a significantly higher endurance time (68.41 ± 34.12 sec) than when they focused internally (60.22 ± 34.54 sec). Participants also adopted the correct attentional focus in a majority of the endurance trials (70% and 69% for the external and internal conditions, respectively). This was the first study to demonstrate the benefits of an external focus over an internal focus in an isometric wall sit endurance test. Future studies should use biomechanical analyses such as EMG and kinematic measures and perceived force measures such as RPE to explore the reasons why an external focus provided performance benefits.
18
Ayan, Duygu. "Effects Of Internal, External And Preference Of Attentional Focus Feedback On Learning Volleyball." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608959/index.pdf.
Повний текст джерелаАнотація:
The purpose of this study was to examine the effects of internal and external focus feedback and their preference on skill learning at age of 12-13 years. Internal focus feedback related with body movements, whereas external focus feedbacks related with movement effects. As a task &ldquotennis&rdquo
service in volleyball was used for both acquisition and retention measurements. The subjects (N=78) were randomly assigned to three groups which were internal focus feedback group (IFF), external focus feedback group (EFF) and preference groups (PF). To promote learning three practice days and to assess learning one retention day was applied. Also, during these days, both technique of the skill and targeting was tried to measure. In technique measure the IFF group performed better than EFF group in acquisition and retention phases. PF group had similar scores with IFF group in acquisition phase whereas it did not show better performance than IFF group in retention phase. PF group performed better than EFF group in both phases. In product measure, significant differences between attentional focus feedback groups in acquisition and retention phases. This study indicated that for young children with limited amount of knowledge about a skill internal focus feedback is more appropriate compared to external focus feedback in terms of retention. Being able to choose among internal and external focus of attention also seems to make a difference in retention performance of novice children indicating that active participation on the learning variables is an important concept.
19
Leganes, Fonteneau Mateo. "Attentional, hedonic and interoceptive correlates of implicit processes in addiction : a learning perspective." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81901/.
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Honeycutt, Hunter Gibson. "Prenatal Perceptual Experience and Postnatal Perceptual Preferences: Evidence for Attentional-Bias in Perceptual Learning." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/36148.
Повний текст джерелаАнотація:
Previous studies have indicated that concurrent multimodal stimulation can interfere with prenatal perceptual learning. However, the nature and extent of this interference is not well understood. This study further assessed this issue by exposing three groups of bobwhite quail embryos to (a) no unusual prenatal stimulation, (b) a bobwhite maternal call, or (c) a maternal call + light compound in the period prior to hatching. Experiments differed in terms of the types of stimuli presented during postnatal preference tests (Exp 1 = familiar call vs. unfamiliar call; Exp 2 = familiar compound vs. unfamiliar compound; Exp 3 = familiar compound verses unfamiliar call; Exp 4 = familiar call vs. unfamiliar compound). Embryos receiving no supplemental stimulation showed no preference between stimulus events in all testing conditions. Embryos receiving exposure to a unimodal call preferred the familiar call over the unfamiliar call regardless of the presence or absence of patterned light during testing. Embryos receiving concurrent audio-visual exposure showed no preference between stimulus events in Exp 1 and Exp 4, but did prefer the familiar call when it was paired with light during testing (Exp 2 and 3). These findings suggest that concurrent multimodal stimulation does not interfere with prenatal perceptual learning by overwhelming the young organism's limited attentional capacities. Rather, multimodal biases what information is attended to during exposure and subsequent testing. Results are discussed within an attentional-bias framework, which maintains that young organisms tend to initially process non-redundant compound events as integrative units rather than processing the components of the compound separately.Master of Science
21
Grieve, Kirsty. "Attentional deficits following severe closed head injury and in chronic pain : a comparative study." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362635.
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O'Hanlon, Catherine Grace. "Learning in context : linguistic and attentional constraints in the learning of colour and shape terms by three-year-olds." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429283.
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Garner, Megan R. "Comparing the effects of internal and external attentional focus when learning the volleyball float serve." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1398718.
Повний текст джерелаАнотація:
Motor learning and attentional focus have been examined quite extensively; however, results regarding the best type of attentional focus for novice learners are equivocal. The purpose of the current study was to determine which type of attentional focus is most beneficial over extended practice phases when learning the complex skill of the volleyball serve. Three novice learners who had no prior formalized training in the sport of volleyball completed 240 service trials over eight days after an initial baseline phase. A single-subject design with alternating treatments was employed in this study. After receiving initial instructions, each participant served three blocks of 10 serves scored on a four point system based on that used by Wulf and colleagues (2002). After baseline scoring was established, the participants were given either external or internal focus instructions. The type of instructions that were given to the participants alternated every 60 serves and the order of the treatments was counterbalanced across participants. The participants completed a total of 120 serves using each type of focus. Visual inspection of the results, as well as the effect size of both types of instructional statements, revealed no clear trends for any of the participants. This study expanded the breadth of research in the field of attentional focus and will aid future studies examining the effects of attentional focus on the acquisition of sport specific skills.School of Physical Education, Sport, and Exercise Science
24
Cockerham, Deborah Pyle. "The Impact of an Inquiry-Based Learning Curriculum upon Digital Awareness and Well-Being among Adolescents with Learning and Attentional Disabilities." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609162/.
Повний текст джерелаАнотація:
This study investigates the effectiveness of an inquiry-based learning curriculum for middle school students with learning and/or attentional disabilities (LD and/or ADHD). The main questions asked were: To what extent can an inquiry-based learning curriculum focused on digital responsibility impact: (1) well-being; (2) smartphone usage; and (3) smartphone awareness among adolescents with LD and/or ADHD? Fifty middle school participants with LD and/or ADHD were divided into two groups, an experimental group and a control group. Findings showed a significant increase both in positive affect and in awareness of personal smartphone usage for experimental, but not control, participants, suggesting that inquiry-based learning may be an effective approach for teaching digital responsibility to students with LD and/or ADHD. Other findings indicated that social connectivity is a high priority for today's adolescents. Additional insights and implications are discussed.
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Monte, Ordoño Julia 1989. "Neural mechanisms of abstract rule changes in speech : exploring phonologic and attentional constraints." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664264.
Повний текст джерелаАнотація:
L’extracció de regles de la parla és crucial per a l’adquisició del llenguatge. La present dissertació estudia el mecanisme d’aprenentatge de regles explorant com el cervell detecta regularitats rellevants dins del senyal lingüístic. Per tal de donar resposta a aquesta pregunta he seguit tres línies de recerca. En primer lloc m’he centrat en la detecció de canvis, tant superficials com estructurals, de les regles lingüístiques. Mitjançant l’estudi dels potencials evocats, aquesta primera línia explora les respostes neuronals desencadenades després d’una violació estructural. En segon lloc, he estudiat els efectes de la manipulació fonètica amb la intenció de descobrir si les respostes neuronals associades a l’aprenentatge de regles varien quan aquestes s’implementen sobre les vocals o sobre les consonants. És a dir, m’he centrat en avaluar com les diverses categories fonètiques poden donar lloc a respostes neuronals diverses. En tercer lloc, he explorat la detecció de regles en un context d’aprenentatge heterogeni per tal d’observar com poden ser descobertes les regles abstractes dins d’un senyal sorollós. En conjunt, els resultats obtinguts mostren que la manipulació d’ambdós factors, tant de les pistes fonològiques com del context d’aprenentatge, modula el procés d’extracció de regles. Més específicament, aquestes manipulacions podrien alterar les fonts d’informació que es prioritzen durant el processament de la parla. Finalment, la presència d’una pista diferenciadora del senyal (com les diferències en la freqüència d’aparició de diverses regles) podria facilitar el processament de múltiples sistemes estructurals dins d’un input lingüístic.The extraction of abstract rules from speech is paramount for language acquisition. The present dissertation explores the processing of linguistic rules by studying how our brain discovers the relevant abstract regularities in the signal. In order to tackle this question I followed three lines of research. First I focused on the detection of surface and structural changes of speech rules that I explored using an ERP approach. The objective was to understand the neural responses that are triggered after abstract rule violations in speech. Second, I studied the effects of the phoneme manipulations. The aim was to discover whether the ERP signatures linked to rule learning differ when the target regularity is implemented over consonants or over vowels. That is, I focused on exploring how different phonetic categories might trigger different neural responses to rule violations. And third, I explored the detection of rules from a heterogeneous context studying how abstract rules might be discovered over a noisy signal. Overall, the results we observed suggest that the manipulation of both the phonologic cues and the context of learning modulate the rule extraction process. More specifically, the present dissertation shows that both the task presented to the listeners and the phonemic cues present in the signal affect the selection of relevant sources of information from the speech. Even more, the experiments reported here show that the presence of a clear differentiating cue in the signal (such as the frequency unbalance across rules), might enhance the processing of different rule systems from the speech input.
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Banks, Stephen David. "Distal and proximal attentional focus effects on the performance of closed and open continuous motor skills." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15919.
Повний текст джерелаАнотація:
Attentional focus research has reliably demonstrated that an external (beyond the body) focus is superior in terms of skill performance, retention and transfer relative to an internal conscious focus on movement mechanics. This thesis extends current knowledge by evaluating the impact of external focus distance on the performance of continuous skills in an applied context. Specifically, two external focus points of different distances were compared to an undirected attention condition. Three separate studies were conducted using different kayak sprinting disciplines; two of these took place in benign environments using relatively closed skills whilst the third was carried out in an open skill context. In all cases a within-participants experimental design was employed with an independent variable of conscious focus and a dependent variable of performance time. In Study 1, using competent, experienced kayakers (n = 20) in a surf ski sprinting task, the distal external condition significantly outperformed both the undirected focus and proximal external conditions (p < .001 in both cases). The undirected focus condition was significantly faster than the proximal external focus condition (p = .003). The effect size was large (ηp2 = .55). Study 2 examined the same attentional points using youth racers in K1 sprint kayaks (n = 16). The undirected focus condition was significantly faster than the proximal external condition (p = .028); the effect size was large (ηp2 = .23). In Study 3 experienced kayakers (n = 27) were tested in a wild water racing task against the same experimental conditions. The distal external focus condition significantly surpassed both the proximal external condition and the undirected focus condition (p < .001 in both cases). The effect size was large (ηp2 = .53). The studies in this thesis show that the distance of a specified external focus is important and can have a significant influence on performance. In contrast to previous work the proximal external focus did not provide a performance advantage relative to an undirected focus condition; in studies 1 and 2 it was actually detrimental. A distal external focus was beneficial compared to both other conditions in two studies and insignificantly different to the undirected focus trial in Study 2. This thesis brings together work on focus distance and skill type in three applied and non-contrived sporting contexts. The main practical implication of this research is that distance of focus should be considered by learners and coaches with a view to optimising conscious attention. A distal external focus appears to be particularly useful in targeting attention on a pertinent point whilst simultaneously excluding cognitive competition, distractions and unnecessary attentional switching which could undermine skilled performance.
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Jennings, Michael. "Effect of Attentional Capture and Cross-Modal Interference in Multisensory Cognitive Processing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4793.
Повний текст джерелаАнотація:
Despite considerable research, the effects of common types of noise on verbal and spatial information processing are still relatively unknown. Three experiments, using convenience sampling were conducted to investigate the effect of auditory interference on the cognitive performance of 24 adult men and women during the Stroop test, perception of object recognition and spatial location tasks, and the perception of object size, shape, and spatial location tasks. The data were analyzed using univariate analysis of variance and 1-way multivariate analysis of variance. The Experiment 1 findings indicated reaction time performance for gender and age group was affected by auditory interference between experimental conditions, and recognition accuracy was affected only by experimental condition. The Experiment 2a results showed reaction time performance for recognizing object features was affected by auditory interference between age groups, and recognition accuracy by experimental condition. The Experiment 2b results demonstrated reaction time performance for detecting the spatial location of objects was affected by auditory interference between age groups. In addition, reaction time was affected by the type of interference and spatial location. Further, recognition accuracy was affected by interference condition and spatial location. The Experiment 3 findings suggested reaction time performance for assessing part-whole relationships was affected by auditory interference between age groups. Further, recognition accuracy was affected by interference condition between experimental groups. This study may create social change by affecting the design of learning and workplace environments, the neurological correlates of auditory and visual stimuli, and the pathologies of adults such as attention deficit hyperactivity disorder.
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McAlister, Robert Barron Fischman Mark G. "The effects of attentional focus instructions on simulated upper extremity amputees' movement kinematics when learning a novel functional task." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/MCALISTER_ROBERT_20.pdf.
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Dawson, Colin Graham. "Domain-Sensitive Tuning of Relational Generalization in the First Year of Life." Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193275.
Повний текст джерелаАнотація:
Two age groups of infants were tested for their ability to learn an AAB or ABA repetition generalization in sequences of musical chords. The 4-month-olds, but not the 7.5-month-olds, successfully learned the generalization. Another group of 7.5-month-old infants successfully learned a generalization across melodies that all ended on a particular scale degree, even though the key of the melodies was varied. A survey of a musical corpus of children's songs reveals that AAB and ABA patterns do not occur more frequently than chance, while phrases frequently end on particular scale degrees. Together, these findings suggest that infants learn to constrain the set of generalizations they consider in order to favor those that rely upon features of the input that have proved reliable in their previous experience, specifically experience with a particular input domain. This raises the possibility that experience may play a significant role in parsing infants' environments into domains.
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Lancaster, Claire. "Apolipoprotein ε4 and attentional control : understanding the trajectory of cognitive ageing from mid-life". Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73536/.
Повний текст джерелаАнотація:
The greatest genetic factor in how well we age cognitively is Apolipoprotein E (APOE), a single nucleotide polymorphism with three allelic variants: epsilon-2, epsilon-3 and epsilon-4 (hereafter ε2, ε3, ε4). The ε4 allele is associated with an increased risk of cognitive disadvantage in later life, however, the effects of this variant are not isolated to old-age, with some studies reporting cognitive advantages in youth. This thesis investigates the influence of APOE ε4 on cognition from mid-adulthood, a point in the lifespan when the detrimental effects of this allele may be emerging. This thesis begins with a systematic review and meta-analysis of the literature to-date, and suggests attention may be sensitive to ε4 differences in mid-adulthood, however, effects of the allele are not consistently shown, perhaps due to methodological limitations including the use of insensitive neuropsychological batteries (Chapter 1). Next, behavioural paradigms providing a sensitive index of both selective (Chapter 2) and executive attention (Chapter 3), suggest many attentional processes are intact in mid-age (45-55 years) ε4 carriers. Subtle deficits, however, are apparent on prospective memory (PM) and Stroop-switch paradigms, indicating a goal maintenance disadvantage. In addition, a proxy of cognitive reserve was found to moderate the effects of ε4 on executive attention in mid-adulthood (Chapter 4). Follow-up research used paradigms that target the distinct processes supporting focal and non-focal PM to interrogate the profile of change observed in mid-age ε4 carriers, identifying a profile of disadvantage consistent with that observed in pathological ageing (Chapter 5). PM, however, was not found to differentiate ε4 carriers in older individuals at heightened risk of converting to dementia (Chapter 6). Collectively, this research provides evidence for a profile of accelerated ageing in ε4 carriers, with subtle disadvantages apparent in executive attention by the end of the 5th decade.
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Sced, Michelle Louise. "The effects of sustained attentional deficits on learning and explicit memory for stimuli unrelated to trauma in posttraumatic stress disorder /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09HS/09hss289.pdf.
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Crofts, Harriet Sarah. "Methodology for the repeated assessment of cognitive and physiological parameters within a home cage environment in the common marmoset (Callithrix jacchus) : assessment of repeated attentional set shifting and the sleep electroencephalogram." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299537.
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Herrlinger, Simone [Verfasser], Detlev [Akademischer Betreuer] Leutner, and Joachim [Akademischer Betreuer] Wirth. "Multimedia learning in primary schools : multimedia effects, modality effects and attentional guidance / Simone Herrlinger. Gutachter: Detlev Leutner ; Joachim Wirth. Betreuer: Detlev Leutner." Duisburg, 2012. http://d-nb.info/1024851907/34.
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Fathi, Alireza. "Learning descriptive models of objects and activities from egocentric video." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48738.
Повний текст джерелаАнотація:
Recent advances in camera technology have made it possible to build a comfortable, wearable system which can capture the scene in front of the user throughout the day. Products based on this technology, such as GoPro and Google Glass, have generated substantial interest. In this thesis, I present my work on egocentric vision, which leverages wearable camera technology and provides a new line of attack on classical computer vision problems such as object categorization and activity recognition.
The dominant paradigm for object and activity recognition over the last decade has been based on using the web. In this paradigm, in order to learn a model for an object category like coffee jar, various images of that object type are fetched from the web (e.g. through Google image search), features are extracted and then classifiers are learned. This paradigm has led to great advances in the field and has produced state-of-the-art results for object recognition. However, it has two main shortcomings: a) objects on the web appear in isolation and they miss the context of daily usage; and b) web data does not represent what we see every day.
In this thesis, I demonstrate that egocentric vision can address these limitations as an alternative paradigm. I will demonstrate that contextual cues and the actions of a user can be exploited in an egocentric vision system to learn models of objects under very weak supervision. In addition, I will show that measurements of a subject's gaze during object manipulation tasks can provide novel feature representations to support activity recognition. Moving beyond surface-level categorization, I will showcase a method for automatically discovering object state changes during actions, and an approach to building descriptive models of social interactions between groups of individuals. These new capabilities for egocentric video analysis will enable new applications in life logging, elder care, human-robot interaction, developmental screening, augmented reality and social media.
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Kuhns, Anna Blues [Verfasser], Simone [Gutachter] Vossel, Jutta [Gutachter] Stahl, and Ralph [Gutachter] Weidner. "Learning under uncertainty in the young and older human brain: Common and distinct mechanisms of different attentional and intentional systems / Anna Blues Kuhns ; Gutachter: Simone Vossel, Jutta Stahl, Ralph Weidner." Köln : Universitäts- und Stadtbibliothek Köln, 2020. http://d-nb.info/1213023602/34.
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Tiraboschi, Gabriel Arantes. "Resolução temporal de videogames de ação e seus efeitos em tarefas visuais." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-20062017-181443/.
Повний текст джерелаАнотація:
Existem evidências que jogar videogames de ação (AVG) aperfeiçoa habilidades perceptuais, atentivas e cognitivas, como por exemplo, recuperação mais rápida da atenção visual e aprimoramento das dinâmicas temporais da percepção visual. Estudos correlacionais sugerem que estes aprimoramentos temporais se aplicam também ao processamento visual de baixa ordem, contudo evidências mais contundentes são necessárias. Ademais, no campo da multimídia computacional estudos apontam que a resolução temporal na qual o videogame é apresentado na tela, correspondente a taxa de quadros por segundo (QPS), afeta o desempenho e o entretenimento de jogadores. Entretanto ainda não se sabe como aspectos técnicos dos AVG, como a taxa de QPS, influenciam nos aperfeiçoamentos cognitivos citados anteriormente. Para esclarecer tais lacunas, delineou-se um estudo para verificar se AVG jogados em diferentes QPS afetam a recuperação temporal da atenção, medidos pela tarefa de Supressão Atencional (SA), e se há alterações nos limiares da resolução temporal visual, medidas através da frequência crítica de fusão e oscilação da visão (CFF). Trinta e dois (16M, 16F) participantes não jogadores de videogame voluntariaram-se para um experimento longitudinal. Inicialmente os voluntários foram separados em quatro grupos (4M, 4F) e todos eles no primeiro dia foram submetidos a uma tarefa de mensuração de CFF na região visual central e uma tarefa de SA. No dia seguinte e depois nos sete dias conseguintes dois grupos, intitulados experimentais, realizaram um treinamento com videogames de ação, sendo que cada um dos grupos treinou em diferentes resoluções temporais, um a 15 QPS e outro a 120 QPS. Simultaneamente um terceiro grupo, treinou com um videogame controle sem elementos de ação. E o quarto grupo, controle, não teve treinamento. O total de tempo de treinamento foi de 10 horas, distribuído em 8 dias, exceto para o grupo sem treino. No dia posterior ao último dia de treinamento todos os participantes foram submetidos novamente a tarefas de SA e CFF. De modo geral o CFF aumentou para todos os participantes entre pré e pós-teste, particularmente para o grupo sem treino, não houve efeito de grupo. Desempenho no SA melhorou somente no para lag2 (212ms) para participantes que treinaram AVG na taxa de QPS mais baixa. Estes resultados sugerem que treinamento com AVG não aumenta o limiar do CFF na região visual central, se não o oposto, e que o aprimoramento temporal da atenção beneficia-se com um treinamento com AVG em baixa resolução temporal, mas não de alta taxa de QPS, ao menos nas 10 horas iniciais de treinoAction video game play enhances perceptual, attentional, and cognitive skills, such as leading to faster recovery of visual attention over time and improvement of temporal dynamics of visual perception. Correlational data suggest that these temporal enhancements extend to low-level vision processes, but stronger evidence is needed. Also, in the multimedia computing field it was pointed out that video game screen frame rate affects players performance and enjoyment, but it is unclear how such technical aspects of the games play a role in cognitive augmentations. To shed more light on these issues, we tested whether action video game play and the frame rate at which they are played affects flicker detection in the central visual field and performance in attentional blink task. Thirty two (16 M, 16F) non-video game players volunteered to a longitudinal experiment. They were randomly split into four groups (4M, 4F). All of the groups performed a critical flicker-fusion frequency task (by method of limits) and attentional blink task at the first day of the experiment. Two experimental groups underwent action video-game training with different screen frame-rate caps each (15 and 120 frames per second, respectively). And one control group trained with a control game and a second control group had no training. The total amount of time in video-game training was 10 hours (75 min per day for consecutive 8 days), except for the no-training group. On the 10th day, all participants performed the flicker-detection and attentional blink tasks (post-test). Generally, critical flicker-fusion thresholds increased at the post-test for all groups, particularly for the non-training group, there were no group effect. Only marginal increased were observed in lag 2 for participant trained in low-frame-rate action video games. Our data suggest that playing video games do not increase flicker sensitivity threshold, it may actually prevent increase. And lower frame rate training produce transfer effects to Attentional Blink task, but not the higher frame rate training, at least in the first 10 hours
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Morgan, Arthur Vance IV. "A study of the effects of attribution retraining and cognitive self-instruction upon the academic and attentional skills, and cognitive-behavioral trends of elementary-age children served in self-contained learning disabilities programs." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618346.
Повний текст джерелаАнотація:
The purpose of this study was to investigate the integration of an attribution retraining program and a cognitive self-instruction procedure as a means of improving the academic performance and component attentional skills and modifying the cognitive-behavioral beliefs and behaviors of elementary-age children served in self-contained learning disabilities (SCLD) programs.;Subjects were 77 children, 10-13 years of age, served in public school SCLD programs. A primary group (n = 27) received attributional retraining and cognitive self-instruction, a secondary group (n = 25) cognitive self-instruction alone, and a control group (n = 25) traditional instruction. Intervention in the treatment conditions was presented over the 10-week period in three phases: (a) Controlled Instruction, (b) Transition, and (c) Direct Instruction.;Assessment was conducted in reading, mathematics, and written language on a standardized instrument (Woodcock-Johnson Test of Achievement) and probe sheets, locus of control (Children's Nowicki-Strickland Internal-External control scale), cognitive-behavioral trends (Burks' Behavior Rating Scales), general attention (Visual-Aural Digit Span Test), and attentional style (Matching Familiar Figures Test).;Analysis of covariance and post hoc least squares means analysis revealed significant primary treatment growth in cognitive-behavioral outcomes (poor attention, poor ego strength, and excessive dependency) and probe sheet mathematics; significant primary treatment growth versus either secondary treatment or control conditions was noted in cognitive-behavioral areas (poor academics and poor impulse control) and standardized reading. No significant differences were noted in mathematics or written language on the standardized instrument, reading or written language on probe sheets, trends toward internality, general attention/memory, and latency (near significant) or error rate.;Recommendations include longer term investigations of antecedent attributions, clarification of the role of attribution in cognitive-behavioral change, and a diverse application of attribution retraining in education.
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Zhang, Dapeng [Verfasser], and Bernhard [Akademischer Betreuer] Nebel. "Switching Attention Learning." Freiburg : Universität, 2011. http://d-nb.info/112346622X/34.
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Féréol, Philippe. "Pédagogie du numérique en anglais L2 dans l'enseignement secondaire professionnel : reconstruire, remotiver, remédier." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30018/document.
Повний текст джерелаАнотація:
Le 21ème siècle est considéré comme l’âge du numérique. Les TIC sont devenus des outils identitaires d’une génération désormais définie comme « native du numérique » (angl. digital natives). Equiper les établissements secondaires en matériels coûteux devient une nécessité pour faire face aux besoins nouveaux de la société. Les ressources numériques, qui ont complété puis évincé le manuel et ses périphériques traditionnels, demeurent un atout incontournable pour l’apprentissage d’une langue vivante étrangère, grâce à des contenus linguistiques et culturels le plus souvent authentiques, qui favorisent la mise en œuvre de l’approche actionnelle du Cadre Européen Commun de Référence pour les Langues. On peut néanmoins s’interroger sur la capacité du sujet apprenant à traiter cet input directement extrait d’Internet. La plus-value pédagogique présumée, didactique et motivationnelle, qui associée à ces outils technologiques ne saurait être acceptée sans un questionnement sincère sur les capacités cognitives effectives des apprenants ainsi que sur la réalité de leur engagement. L’accordage entre le sujet apprenant, les méthodes et méthodologies d’enseignement-apprentissage des langues, ainsi que les dispositifs numériques doivent être explorés. Il est nécessaire aujourd’hui de se situer dans un paradigme cognitiviste ou encore connexioniste en envisageant une construction de l’information et l’exposition des apprenants à un environnement stimulant et riche. En effet, en dépit de l’attractivité, de la non-linéarité et de l’interactivité de l’hypermédia, il convient de vérifier que l’apprenant possède bien les ressources cognitives nécessaires pour traiter efficacement l’information issue de l’hypertexte. Car l’enjeu du traitement de l’information ne se situe pas simplement au niveau de l’extraction d’input mais bien de la construction sémantique au sein de la mémoire de travail. Notre réflexion théorique fait donc entrer en dialogue des disciplines telles que la linguistique, la psycholinguistique, la didactique, les sciences cognitives. Elle fait également un état des lieux des différents outils numériques, afin de vérifier la compatibilité entre l’enseignement-apprentissage des langues étrangères et la technologie. Notre posture d’enseignant de terrain nous amène à considérer le numérique comme un facteur de motivation engageant fortement les usagers dans l’apprentissage de la langue étrangère. Cela d’autant plus que le public participant à notre étude est généralement peu motivé pour l’apprentissage des langues étrangères. La mise à disposition à des fins pédagogiques de tablettes tactiles, assimilables à des consoles de jeu, est-elle susceptible de les impliquer davantage et de modifier leur représentation de la langue cible? Pour répondre à cette question, nous menons deux expérimentations. Dans un premier temps, nous réalisons un pré-test permettant d’élaborer des hypothèses sur l’engagement cognitif des apprenants dans un environnement numérique. Nous observons l’usage réel et situé de tablettes numériques censées susciter la motivation par leur caractère ludique. Nous examinons également la posture des apprenants et leur capacité à exploiter l’information. A ce stade, la démarche conserve un caractère intuitif et les pratiques observées ne sont pas strictement encadrées. C’est pourquoi, dans un deuxième temps, nous procédons à une expérimentation plus structurée, en meilleure adéquation avec les critères de la recherche-action en langues vivantes étrangères. Nous en détaillons et en analysons les résultatsThe 21st century is commonly known as the “digital age”. Information technology has become a defining component of a new generation of learners, the so-called “digital natives”. Massive investment in digital learning equipment for schools has become a priority to meet the rising demands of society. Digital technologies, initially intended to supplement traditional course book instruction are fast replacing printed books altogether. Instant access to (mostly) authentic language material is a definite asset for developing linguistic skills and implementing the action-based approach prescribed by the Common European Framework of Reference for Languages. However, learner ability does not necessarily match all requirements for processing input from the Internet. Educators who believe in the added value of information technology in language pedagogy should therefore consider more carefully the actual cognitive capacities and cognitive engagement shown by learners when exposed to rich stimulus. For digital devices to become efficient pedagogical tools in language pedagogy, learner ability, teaching strategies, and technological implements must be mutually adjusted and integrated within a consistent framework. Although hypermedia is attractive, non-linear and interactive, it is essential to verify that learners do possess the skills and efficiency to process the information obtained from hypertext documents. Information processing is indeed a major challenge since it involves not only searching and retrieving relevant pieces of information, but requires some cognitive processing—a semantic construction within working memory. The perspective adopted here is thus multidisciplinary, with multiple references to linguistics, education, psycholinguistics, and cognitive science. Also needed are an overview of the various digital devices available and an assessment of their true relevance to language pedagogy. As a professional EFL teacher working in a vocational school, I consider digital technologies to be precious in motivating and engaging learners. The secondary school students involved in the current research study usually show little concern for language learning in the first place. The practical issue can thus be framed as “How can the use of tablets engage them as learners and favourably alter their conceptions of the second language?” To answer this question, a pre-test is set up to form preliminary hypotheses on degrees of cognitive engagement in the language classroom whenever digital devices are put to pedagogical use. The concrete, situated use of tablets is observed, their playful nature and expected contribution to motivation assessed. Learning attitudes and the ability to process information are subject to close scrutiny. At this preliminary stage, methods remain largely intuitive, and the activities or learning processes not strictly characterized. A more structured experiment setup must thus be created, based on more established criteria of action-research, the details and results of which are analysed in this dissertation
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Smith, Pauline. "Étude transnosographique de l'obsession et de la compulsion dans le trouble obsessionnel compulsif et l'addiction à la cocaïne." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUS211.
Повний текст джерелаАнотація:
L’addiction à la cocaïne et le trouble obsessionnel compulsif sont deux maladies psychiatriques qui ont des conséquences graves. Elles présentent des symptômes communs, notamment des préoccupations obsessionnelles et des comportements compulsifs. Le but de ce travail a été d’explorer les processus sous-jacents à ces deux dimensions, obsession et compulsion, au travers de ces deux maladies, et leur évolution chez des patients en rémission. Pour cela, nous avons utilisé deux types de tâches expérimentales : la tâche de Stroop émotionnelle nous a permis d’étudier l’influence sur les processus attentionnels de stimuli liés aux deux troubles étudiés, et la tâche de Reversal Learning nous a permis d’étudier la flexibilité cognitive, qui permet d’ajuster son comportement à des changements dans l’environnement. Nous avons pu mettre en évidence un biais attentionnel chez les patients souffrant d’une addiction à la cocaïne, et, des performances intermédiaires chez des patients ayant souffert d’une addiction mais abstinents. Nous avons aussi mis en évidence un biais attentionnel chez des patients souffrant d’un TOC. Pour la flexibilité cognitive dans l’addiction à la cocaïne, nous avons montré un comportement des patients abstinents intermédiaire entre celui de participants témoins et celui des patients consommateurs, qui eux étaient plus impulsifs. Dans la population générale, nous n’avons pas observé de lien entre tendances obsessionnelles-compulsives et déficits dans une tâche de Reversal Learning. Ces résultats contribuent à éclairer la nature des dimensions d’obsession et de compulsion et leur rôle dans l’addiction à la cocaïne et dans le trouble obsessionnel compulsifCocaine addiction and obsessive compulsive disorder are two psychiatric disorders that have severe consequences. These two disorders have common features, including obsessive concerns and compulsive behaviors. The general objective of this work was to explore the processes that underlie the two dimensions of obsession and compulsion in both disorders, and in particular their evolution in remitted patients. To this aim, we used two types of tasks: emotional Stroop tasks allowed to study the influence of cocaine- or OCD- related stimuli on attentional processes, and Reversal Learning tasks allowed us to study lack of cognitive flexibility (ie a difficulty to adjust its behavior to environmental changes), which is involved in compulsive behaviors. These experiments allowed us to bring to light an attentional bias in patients with cocaine addiction, and intermediate behavior in abstinent patients who have suffered from addiction. We also observed an attentional bias in OCD patients. Concerning cognitive flexibility in cocaine addiction, we showed that abstinent patients had a behavior that was intermediary between that of control participants and that of current cocaine users, who were more impulsive, but not more compulsive than controls. In the general population, we did not observe a link between obsessive-compulsive tendencies and deficits in a Reversal Learning task, but we observed that participants who exhibited more compulsive behavior were the same as those who exhibited more impulsive behavior. These results help shed light on the nature of obsession and compulsion dimensions, as well as their role in cocaine addiction and obsessive-compulsive disorder
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Asriel, Melanie Waldrop. "Aging and Selective Attention in Causal Learning." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1085.
Повний текст джерелаАнотація:
This study investigated age differences in generalization of causal value employing similarity as a cue to causality. Exemplars from six food categories (A+, B-, C+, D-. E+, F-) were presented to both young and older adults in two contiguous training phases. Training Phase 1 included exemplars from categories A+, B-, C+, D-. Training Phase 2 included exemplars from A+, B-, E+, F-. Foods in the “+” categories were paired with an outcome of sickness and foods in the “-” categories were not paired with sickness. Tests of causal judgment and exemplar recognition were conducted. For causal judgment, individual exemplars experienced during training and novel exemplars from all six categories were presented. For categories A+ and B-, the categories experienced in both training phases, young and older groups generalized the causal value to the category label and to all exemplars regardless of whether they were experienced in training or were novel. For categories experienced only once in training (C+, D-, E+, F-), both groups were better able to successfully judge causal value for experienced exemplars than novel exemplars. For young and older adults, experience made a difference in the ability to generalize causal value. Experienced and novel exemplars were also presented for recognition. Participants in both age groups showed a false memory effect for individual exemplars from the more experienced categories (A+, B-) suggesting that the process that allowed them to generalize causal value also interfered with their memory for individual exemplars. There was a difference between the younger and older groups for the categories that were only experienced once in training (C+, D-, E+, F-). In this case, younger participants showed better recognition than older adults for the individual exemplars. Older adults showed the same false memory effects for these categories as they showed for categories A+ and B-. These findings suggest that older adults generalize causal value as well as younger adults, but they are less able to distinguish individual exemplars. This discrepancy may be explained by differences in ability to use verbatim and gist. Older adults’ reduced verbatim processing leads to default gist encoding that enables them to focus on category level features but not process detailed exemplar identity (Brainerd & Reyna, 1990). Younger adults appear to have a flexibility that enables them to encode and retrieve both category-level gist and verbatim individualexemplar features when the task calls for it.
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Horn, Robert R. "Visual attention and information in observational learning." Thesis, Liverpool John Moores University, 2003. http://researchonline.ljmu.ac.uk/5624/.
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Chen, Wei. "Essays on Learning, Decision-making and Attention." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491925104416652.
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Garforth, Jason P. "Executive attention, action selection and attention-based learning in neurally controlled autonomous agents." Thesis, Open University, 2006. http://oro.open.ac.uk/22333/.
Повний текст джерелаАнотація:
I describe the design and implementation of an integrated neural architecture, modelled on human executive attention, which is used to control both automatic (reactive) and willed action selection in a simulated robot. The model, based upon Norman and Shallice's supervisory attention system, incorporates important features of human attentional control: selection of an intended task over a more salient automatic task; priming of future tasks that are anticipated; and appropriate levels of persistence of focus of attention. Recognising that attention-based learning, mediated by the limbic system, and the hippocampus in particular, plays an important role in adaptive learning, I extend the Norman and Shallice model, introducing an intrinsic, attention-based learning mechanism that enhances the automaticity of willed actions and reduces future need for attentional effort required for dealing with distractions. These enhanced features support a new level of attentional autonomy in the operation of the simulated robot. Some properties of the model are explored using lesion studies, leading to the identification of a correspondence between the behavioural pathologies of the simulated robot and those seen in human patients suffering dysfunction of executive attention.
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Foner, Leonard Newton. "Paying attention to what's important : using focus of attention to improve unsupervised learning." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/61082.
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Knutson, James Foster. "Learning facilitation through intercorrelated cues." Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/28783.
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McAuliffe, Michael. "Attention and salience in lexically-guided perceptual learning." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54152.
Повний текст джерелаАнотація:
Psychophysical studies of perceptual learning find that perceivers only improve the accuracy of their perception on stimuli similar to what they were trained on. In contrast, speech perception studies of perceptual learning find generalization to novel contexts when words contain a modified ambiguous sound. This dissertation seeks to resolve the apparent conflict between these findings by framing the results in terms of attentional sets. Attention can be oriented towards comprehension of the speaker’s intended meaning or towards perception of a speaker’s pronunciation. Attention is proposed to affect perceptual learning as follows. When attention is oriented towards comprehension, more abstract and less context-dependent representations are updated and the perceiver shows generalized perceptual learning, as seen in the speech perception literature. When attention is oriented towards perception, more finely detailed and more context-dependent representations are updated and the perceiver shows less generalized perceptual learning, similar to what is seen in the psychophysics literature. This proposal is supported by three experiments. The first two implement a standard paradigm for perceptual learning in speech perception. In these experiments, promoting a more perception-oriented attentional set causes less generalized perceptual learning. The final experiment uses a novel paradigm where modified sounds are embedded in sentences during exposure. Perceptual learning is found only when the modified sound is embedded in words that are not predictable from the sentence. When modified sounds are in predictable words, no perceptual learning is observed. To account for this lack of perceptual learning, I hypothesize that sounds in predictable sentences are less reliable than sounds in words in isolation or unpredictable sentences. In the cases where perceptual learning is present, contexts which support comprehension-oriented attentional sets show larger perceptual learning effects than contexts promoting perception-oriented attentional sets. I argue that attentional sets are a key component to the generalization of perceptual learning to new contexts.Arts, Faculty of
Linguistics, Department of
Graduate
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Yu, Angela Jie. "Ach and NE : Bayes, uncertainty, attention and learning." Thesis, University College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417108.
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Singh, J. P., A. Kumar, Nripendra P. Rana, and Y. K. Dwivedi. "Attention-based LSTM network for rumor veracity estimation of tweets." Springer, 2020. http://hdl.handle.net/10454/17942.
Повний текст джерелаАнотація:
YesTwitter has become a fertile place for rumors, as information can spread to a large number of people immediately. Rumors can mislead public opinion, weaken social order, decrease the legitimacy of government, and lead to a significant threat to social stability. Therefore, timely detection and debunking rumor are urgently needed. In this work, we proposed an Attention-based Long-Short Term Memory (LSTM) network that uses tweet text with thirteen different linguistic and user features to distinguish rumor and non-rumor tweets. The performance of the proposed Attention-based LSTM model is compared with several conventional machine and deep learning models. The proposed Attention-based LSTM model achieved an F1-score of 0.88 in classifying rumor and non-rumor tweets, which is better than the state-of-the-art results. The proposed system can reduce the impact of rumors on society and weaken the loss of life, money, and build the firm trust of users with social media platforms.
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Greco, Claudio. "Transfer Learning and Attention Mechanisms in a Multimodal Setting." Doctoral thesis, Università degli studi di Trento, 2022. http://hdl.handle.net/11572/341874.
Повний текст джерелаАнотація:
Humans are able to develop a solid knowledge of the world around them: they can leverage information coming from different sources (e.g., language, vision), focus on the most relevant information from the input they receive in a given life situation, and exploit what they have learned before without forgetting it. In the field of Artificial Intelligence and Computational Linguistics, replicating these human abilities in artificial models is a major challenge. Recently, models based on pre-training and on attention mechanisms, namely pre-trained multimodal Transformers, have been developed. They seem to perform tasks surprisingly well compared to other computational models in multiple contexts. They simulate a human-like cognition in that they supposedly rely on previously acquired knowledge (transfer learning) and focus on the most important information (attention mechanisms) of the input. Nevertheless, we still do not know whether these models can deal with multimodal tasks that require merging different types of information simultaneously to be solved, as humans would do. This thesis attempts to fill this crucial gap in our knowledge of multimodal models by investigating the ability of pre-trained Transformers to encode multimodal information; and the ability of attention-based models to remember how to deal with previously-solved tasks. With regards to pre-trained Transformers, we focused on their ability to rely on pre-training and on attention while dealing with tasks requiring to merge information coming from language and vision. More precisely, we investigate if pre-trained multimodal Transformers are able to understand the internal structure of a dialogue (e.g., organization of the turns); to effectively solve complex spatial questions requiring to process different spatial elements (e.g., regions of the image, proximity between elements, etc.); and to make predictions based on complementary multimodal cues (e.g., guessing the most plausible action by leveraging the content of a sentence and of an image). The results of this thesis indicate that pre-trained Transformers outperform other models. Indeed, they are able to some extent to integrate complementary multimodal information; they manage to pinpoint both the relevant turns in a dialogue and the most important regions in an image. These results suggest that pre-training and attention play a key role in pre-trained Transformers’ encoding. Nevertheless, their way of processing information cannot be considered as human-like. Indeed, when compared to humans, they struggle (as non-pre-trained models do) to understand negative answers, to merge spatial information in difficult questions, and to predict actions based on complementary linguistic and visual cues. With regards to attention-based models, we found out that these kinds of models tend to forget what they have learned in previously-solved tasks. However, training these models on easy tasks before more complex ones seems to mitigate this catastrophic forgetting phenomenon. These results indicate that, at least in this context, attention-based models (and, supposedly, pre-trained Transformers too) are sensitive to tasks’ order. A better control of this variable may therefore help multimodal models learn sequentially and continuously as humans do.