1. Memory and Cognition Topic: Attention Dr. Ellen Campana Arizona State University

2. Attention Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

3. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

4. Selective Attention Part I

5. Selective Attention “Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem like several simultaneously possible objects or trains of thought… It implies withdrawal from some things in order to deal effectively with others.” - William James (1890)

6. Selective Attention Selective Attention: The ability to focus in on one message and ignore all others Selective Attention: The ability to focus in on one message and ignore all others Attention is involved in many aspects of cognition Attention is involved in many aspects of cognition Perception Perception Memory Memory Language Language Problem-Solving Problem-Solving

7. Dichotic Listening Blah blah blah blah blah…

8. Dichotic Listening What does it feel like to shadow something??? Say exactly what the speaker is saying as quickly as you can. Don’t wait for him to finish – start doing it while he is still talking. Did you hear anything that was going on around you while doing it?

9. Attention Models / Theories Early Models of Selective Attention Early Models of Selective Attention Early Filter (Broadbent) Early Filter (Broadbent) Attenuator Model (Triesman) Attenuator Model (Triesman) Late Filter Late Filter Load Model (Lavie) Load Model (Lavie)

10. Early Filter Model (Broadbent) Dichotic Listening Studies Dichotic Listening Studies Cherry – participants could only report male / female voice (nothing about meaning) Cherry – participants could only report male / female voice (nothing about meaning) Moray – participants failed to notice a word repeated 35 times in the unattended ear Moray – participants failed to notice a word repeated 35 times in the unattended ear Interpretation: Attention acts as a filter or bottleneck Interpretation: Attention acts as a filter or bottleneck Attended information gets through Attended information gets through Unattended information does not get through Unattended information does not get through

11. Early Filter Model (Broadbent) Sensory Memory FilterDetector Messages To Memory Attended Message Information processing model from chapter 1 Information processing model from chapter 1 Not physiological Not physiological

12. Attenuator Model (Triesman) Dichotic Listening Studies Dichotic Listening Studies Moray – participants heard their own names in unattended ear (Cocktail party effect) Moray – participants heard their own names in unattended ear (Cocktail party effect) Gray and Wedderburn – Dear Aunt Jane Gray and Wedderburn – Dear Aunt Jane

13. Dichotic Listening 9 Aunt 6 Dear 7 Jane Attended Ear or Attended Channel (Shadowing) Unattended Ear or Unattended Channel (Ignoring) Dear Aunt Jane

14. Attenuator Model (Triesman) Dichotic Listening Studies Dichotic Listening Studies Moray – participants heard their own names in unattended ear (Cocktail party effect) Moray – participants heard their own names in unattended ear (Cocktail party effect) Gray and Wedderburn – Dear Aunt Jane Gray and Wedderburn – Dear Aunt Jane Interpretation: Attention acts as a “leaky filter” Interpretation: Attention acts as a “leaky filter” Attended information is full strength Attended information is full strength Unattended information is attenuated (not blocked) Unattended information is attenuated (not blocked)

15. AttenuatorDictionary Unit Unattended Message Attended Message Messages To Memory Attenuator Attenuator Uses whatever aspects of the messages are necessary in order to separate them (surface characteristics + meaning) Uses whatever aspects of the messages are necessary in order to separate them (surface characteristics + meaning) Output = all messages, with the attended message being strongest (unattended messages attenuated) Output = all messages, with the attended message being strongest (unattended messages attenuated) Attenuator Model (Triesman)

16. AttenuatorDictionary Unit Unattended Message Attended Message Messages To Memory Dictionary Unit Dictionary Unit Contains all words, with different activation thresholds Contains all words, with different activation thresholds Common or important words have lower thresholds so it doesn’t take much to recognize them Common or important words have lower thresholds so it doesn’t take much to recognize them Attenuator Model (Triesman)

17. START HERE ELLEN!

18. Late Filter Models Dichotic Listening Study Dichotic Listening Study McKay – Bank (River or Money) McKay – Bank (River or Money)

19. Dichotic Listening RIVER He threw stones at the bank. Attended Ear or Attended Channel (Shadowing) Unattended Ear or Unattended Channel (Ignoring) He threw stones at the bank.

20. Dichotic Listening MONEY He threw stones at the bank. Attended Ear or Attended Channel (Shadowing) Unattended Ear or Unattended Channel (Ignoring) He threw stones at the bank.

21. Late Filter Models Unattended ear: RIVER / MONEY Shadowed: They were throwing stones at the bank. Memory task (afterward) Memory task (afterward) They threw stones toward the side of the river vs. They threw stones at the savings and loan association

22. Late Filter Models Dichotic Listening Study Dichotic Listening Study McKay – Bank (River or Money) McKay – Bank (River or Money) Interpretation: Much more processing (for meaning) much be happening before the filter Interpretation: Much more processing (for meaning) much be happening before the filter Whole class of models about different mechanisms Whole class of models about different mechanisms Detail beyond scope of this class Detail beyond scope of this class Soon to end anyway Soon to end anyway

23. Attention Models / Theories Early Models of Selective Attention Early Models of Selective Attention Early Filter (Broadbent) Early Filter (Broadbent) Attenuator Model (Triesman) Attenuator Model (Triesman) Late Filter Late Filter Load Model (Lavie) Load Model (Lavie)

24. Load-Dependent Processing (Lavie) There was a lot of evidence for each type of model, and no clear “winner” There was a lot of evidence for each type of model, and no clear “winner” Lavie made a critical observation Lavie made a critical observation When tasks were difficult or stimuli were complex, experiments supported the early filter model When tasks were difficult or stimuli were complex, experiments supported the early filter model When tasks were easy or stimuli were simple, experiments supported attenuator / late filter models When tasks were easy or stimuli were simple, experiments supported attenuator / late filter models Interpretation: Attention is Load-dependent Interpretation: Attention is Load-dependent

25. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

26. Cognitive Load Attention has limited capacity Attention has limited capacity High-load tasks use all resources, leaving nothing for other tasks High-load tasks use all resources, leaving nothing for other tasks Low-load tasks use fewer resources, leaving some available for other things Low-load tasks use fewer resources, leaving some available for other things One way to study attentional load is by using a flanker compatibility task One way to study attentional load is by using a flanker compatibility task

27. Flanker Compatibility Task Participants have to look for a particular target item within the circles (say it’s a square) Participants have to look for a particular target item within the circles (say it’s a square) Push a key whenever you see a square within the circle areas, as quickly as possible Push a key whenever you see a square within the circle areas, as quickly as possible Ignore anything outside the circle areas (distractors) Ignore anything outside the circle areas (distractors) BUT keep eyes focused on the cross in the center BUT keep eyes focused on the cross in the center

28. Flanker Compatibility Task

31. Participants have to look for a particular target item within the circles (say it’s a square) Participants have to look for a particular target item within the circles (say it’s a square) Push a key whenever you see a square within the circle areas, as quickly as possible Push a key whenever you see a square within the circle areas, as quickly as possible Ignore anything outside the circle areas (distractors) Ignore anything outside the circle areas (distractors) BUT keep eyes focused on the cross in the center BUT keep eyes focused on the cross in the center Compatible distractors: same as target Compatible distractors: same as target Incompatible distractors: different from target Incompatible distractors: different from target

32. Flanker Compatibility Task It took less time for people to correctly respond when there was a compatible distractor It took less time for people to correctly respond when there was a compatible distractor What does that tell us about model of attention? What does that tell us about model of attention? C = Compatible I = Incompatible LATE FILTER

33. Flanker Compatibility Task That was the low-load condition, because only one circle had an object in it that participants needed to compare against the target That was the low-load condition, because only one circle had an object in it that participants needed to compare against the target In the high-load condition, there are more objects that might be targets In the high-load condition, there are more objects that might be targets Task is harder, therefore consumes more resources Task is harder, therefore consumes more resources

34. Flanker Compatibility Task

35. Now people did NOT respond more quickly when there was a compatible distractor Now people did NOT respond more quickly when there was a compatible distractor What does that tell us about model of attention? What does that tell us about model of attention? C = Compatible I = Incompatible EARLY FILTER

36. Lessons from the Flanker Task Low load = late filter, High load = early filter Low load = late filter, High load = early filter Just like Lavie’s theory predicts Just like Lavie’s theory predicts When the task is easy, it becomes hard to ignore irrelevant information When the task is easy, it becomes hard to ignore irrelevant information Resources left over, so unattended info leaks in Resources left over, so unattended info leaks in When the task is hard, it becomes easy to ignore irrelevant information When the task is hard, it becomes easy to ignore irrelevant information No resources left over, so unattended info does not interfere No resources left over, so unattended info does not interfere

37. Reading and Coglab Now pause the video and re-read pages 82-91 in the book, from the start of the chapter to “Divided Attention” Now pause the video and re-read pages 82-91 in the book, from the start of the chapter to “Divided Attention” If you haven’t already done it, do the Stroop Experiment on Coglab If you haven’t already done it, do the Stroop Experiment on Coglab

38. Divided Attention Part II

39. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

40. Divided Attention Selective attention is the ability (or at least intention) to attend to just one thing Selective attention is the ability (or at least intention) to attend to just one thing Divided attention is the ability to pay attention to multiple things at once Divided attention is the ability to pay attention to multiple things at once Driving while talking, listening to music, and thinking about what to do that day Driving while talking, listening to music, and thinking about what to do that day Walking and chewing gum Walking and chewing gum Depends on: Practice, Task Difficulty Depends on: Practice, Task Difficulty

41. Automatic Processing If you practice a task over and over it can become automatic If you practice a task over and over it can become automatic Can be done without intention Can be done without intention Consume few resources Consume few resources Can be combined with other tasks that do consume resources Can be combined with other tasks that do consume resources Reading for comprehension and taking dictation Reading for comprehension and taking dictation Impossible at first Impossible at first Could be done after 85 hours / 17 weeks of practice Could be done after 85 hours / 17 weeks of practice

42. The Stroop Effect Name the colors out loud as fast as you can, going from left to right Name the colors out loud as fast as you can, going from left to right

43. The Stroop Effect

45. Which case was faster? Which case was faster? Is naming colors automatic? Is naming colors automatic? How about reading? How about reading?

46. Automaticity & Intentionality Schneider and Shiffrin (1977) Schneider and Shiffrin (1977) Consistent mapping condition Consistent mapping condition Targets = numbers, distractors = letters Targets = numbers, distractors = letters Nothing both target and distractor Nothing both target and distractor

47. INSERT VIDEO Consistent Mapping Condition

48. Automaticity & Intentionality Schneider and Shiffrin (1977) Schneider and Shiffrin (1977) Consistent mapping condition Consistent mapping condition Targets = numbers, distractors = letters Targets = numbers, distractors = letters Nothing both target and distractor Nothing both target and distractor Became automatic (even with 4 in set) Became automatic (even with 4 in set)

49. Automaticity & Intentionality

50. Schneider and Shiffrin (1977) Schneider and Shiffrin (1977) Consistent mapping condition Consistent mapping condition Targets = numbers, distractors = letters Targets = numbers, distractors = letters Nothing both target and distractor Nothing both target and distractor Became automatic (even with 4 in set) Became automatic (even with 4 in set) Varied mapping condition Varied mapping condition Targets = letters, distractors = letters Targets = letters, distractors = letters Target in one trial could be distractor in the next Target in one trial could be distractor in the next Never became automatic Never became automatic

51. INSERT VIDEO Varied Mapping Condition

52. Automaticity & Intentionality Schneider and Shiffrin (1977) Schneider and Shiffrin (1977) Consistent mapping condition Consistent mapping condition Targets = numbers, distractors = letters Targets = numbers, distractors = letters Nothing both target and distractor Nothing both target and distractor Became automatic (even with 4 in set) Became automatic (even with 4 in set) Varied mapping condition Varied mapping condition Targets = letters, distractors = letters Targets = letters, distractors = letters Target in one trial could be distractor in the next Target in one trial could be distractor in the next Never became automatic Never became automatic

53. Automaticity and Task Difficulty Schneider and Shiffrin (1977) Schneider and Shiffrin (1977) Consistent mapping condition Consistent mapping condition Knew targets ahead of time, targets stayed the same Knew targets ahead of time, targets stayed the same Varied mapping condition Varied mapping condition Targets kept changing for every trial Targets kept changing for every trial

54. Automaticity and Task Difficulty Schneider and Shiffrin (1977) Schneider and Shiffrin (1977) Consistent mapping condition (from before) Consistent mapping condition (from before) Knew targets ahead of time, targets stayed the same Knew targets ahead of time, targets stayed the same Varied mapping condition Varied mapping condition Targets kept changing for every trial Targets kept changing for every trial Varied mapping condition was too hard to become automatic Varied mapping condition was too hard to become automatic Opposite of automatic… controlled processing Opposite of automatic… controlled processing HARDER

55. Inattention and Driving 100-car Naturalistic Driving Study 100-car Naturalistic Driving Study 82 crashes, 771 near-crashes 82 crashes, 771 near-crashes Recorded view out front & back, plus what driver was doing Recorded view out front & back, plus what driver was doing For most of the accidents & near-accidents the driver was inattentive just beforehand For most of the accidents & near-accidents the driver was inattentive just beforehand Toronto traffic study Toronto traffic study Cell phones increased crash risk by 4x Cell phones increased crash risk by 4x No advantage for hands-free cell phone No advantage for hands-free cell phone

56. Inattention and Driving What is happening here? What is happening here? Having a conversation uses cognitive resources that could be used for driving Having a conversation uses cognitive resources that could be used for driving Simulation Study Simulation Study Missed more red lights when talking Missed more red lights when talking Took longer to apply brakes when talking Took longer to apply brakes when talking

57. Reading Now pause the video and re-read pages 91-95 in the book, from “Divided Attention” to “Attention and Visual Perception” Now pause the video and re-read pages 91-95 in the book, from “Divided Attention” to “Attention and Visual Perception”

58. Visual Attention Part III

59. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

60. Visual Attention There is a lot of research in the connection between vision and attention There is a lot of research in the connection between vision and attention Usually need vision in order to attend Usually need vision in order to attend Usually need attention in order to see Usually need attention in order to see Can be hard to think of as being separate! Can be hard to think of as being separate! Not aware of everything we don’t see. Not aware of everything we don’t see. Not aware of everything we don’t attend to Not aware of everything we don’t attend to Demos: Missing things that are right in front of our eyes… Demos: Missing things that are right in front of our eyes…

61. INSERT VIDEO MACKROCK

62. Umbrella

63. Change detect

64. INSERT VIDEO ChangeBlindDoor

65. Scene Continuity

66. Direction of Attention Scary to think of how much you might be missing, isn’t it? Scary to think of how much you might be missing, isn’t it? Not really as bad as it seems… these are experiments, after all. Not really as bad as it seems… these are experiments, after all. Other things going on in the world that keep it from being a problem Other things going on in the world that keep it from being a problem Did were you sometimes “in control” of your attention while other times you found that it changed without you wanting it to? Did were you sometimes “in control” of your attention while other times you found that it changed without you wanting it to?

67. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

68. Direction of Attention Endogenous control of attention Endogenous control of attention You are in control of how your attention flows from one object to another (may miss unrelated things) You are in control of how your attention flows from one object to another (may miss unrelated things) “Endo” = Latin for “inside” “Endo” = Latin for “inside” Exogenous control of attention Exogenous control of attention Attention can be drawn to things in environment (surprising things, bright things, important things, movements accompanied by sounds, etc.) Attention can be drawn to things in environment (surprising things, bright things, important things, movements accompanied by sounds, etc.) “Exo” = Latin for “outside” “Exo” = Latin for “outside”

69. Reading Now pause the video and re-read pages 95-98 in the book, from “Attention and Visual Perception” to “Overt Attention: Attention by Moving our Eyes” Now pause the video and re-read pages 95-98 in the book, from “Attention and Visual Perception” to “Overt Attention: Attention by Moving our Eyes”

70. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

71. Eye Movements and Attention We only see sharply and in color with the fovea of our eye We only see sharply and in color with the fovea of our eye Fovea is a really tiny region in the very center Fovea is a really tiny region in the very center Eyes move all the time in order to see the world, most of the time “jumping” not “gliding” Eyes move all the time in order to see the world, most of the time “jumping” not “gliding” Fixation – the eyes stay looking at the same spot for about 1/3 of a second Fixation – the eyes stay looking at the same spot for about 1/3 of a second Saccade – rapid movement of the eye from one place to another Saccade – rapid movement of the eye from one place to another

72. Tracking Eye Movements Eye Camera Scene Camera Fixation Position Picture of an eyetracker

73. Eye Movements What determines where an individual fixations? What determines where an individual fixations?

74. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

75. Where the Eyes Move Determined by both bottom-up and top-down effects. Recall from before: Determined by both bottom-up and top-down effects. Recall from before: Bottom-up: driven by the data coming into the eye Bottom-up: driven by the data coming into the eye Top-down: driven by our knowledge Top-down: driven by our knowledge Bottom-up effects Bottom-up effects Stimulus salience – areas “stand out” to our perceptual system because of how they look… bright colors, high contrast, etc. Stimulus salience – areas “stand out” to our perceptual system because of how they look… bright colors, high contrast, etc.

76. Salience

77. Salience There are just a few facts associated with salience There are just a few facts associated with salience A picture like we just saw is called a saliency map A picture like we just saw is called a saliency map Used in experiments to make predictions about where the eyes will go Used in experiments to make predictions about where the eyes will go If there’s a sudden change in saliency, the eyes (and attention) can be captured If there’s a sudden change in saliency, the eyes (and attention) can be captured Salience isn’t the only thing – there are also top- down effects Salience isn’t the only thing – there are also top- down effects

78. Top-down Eye Movement Control Scenes with meaningful elements Scenes with meaningful elements fixate on those meaningful elements fixate on those meaningful elements Familiar scenes Familiar scenes Fixations influenced by perceiver’s scene schema (knowledge about what is contained in those scenes) Fixations influenced by perceiver’s scene schema (knowledge about what is contained in those scenes) Task-dependant information Task-dependant information WHY you’re looking determines where you look WHY you’re looking determines where you look

79. Meaningful Elements and Scene Schemas Fixate on people because they’re meaningful Fixate on people because they’re meaningful Fixate on chair because it helps figure out what the room is (which Scene Schema) Fixate on chair because it helps figure out what the room is (which Scene Schema)

80. Task Dependancy (Yarbus, 1967) Different eye movement patterns when people were asked to do different tasks Different eye movement patterns when people were asked to do different tasks

81. Eye Movements http://viperlib.york.ac.uk/ http://viperlib.york.ac.uk/ http://viperlib.york.ac.uk/ (keyword: eye movements or hayhoe) (keyword: eye movements or hayhoe)

82. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

83. Attention Without Fixation Posner & Coworkers (1980)

84. Cue Matches Target Location (lots of these) Cue Mismatches Target Location (few of these) FASTER

85. People were faster at detecting the lights when the cueing matched the target People were faster at detecting the lights when the cueing matched the target True even though their eyes were always fixated on the square True even though their eyes were always fixated on the square People must have been attending to the location indicated by the cue, even without fixating there People must have been attending to the location indicated by the cue, even without fixating there Attention Without Fixation Posner & Coworkers (1980)

86. Object-based Visual Attention We have just seen how attention can be directed to particular areas in space (with or without fixation to that area) We have just seen how attention can be directed to particular areas in space (with or without fixation to that area) Called location-based attention Called location-based attention Like a spotlight that shines on a particular area Like a spotlight that shines on a particular area Contrasted with object-based attention Contrasted with object-based attention In static scenes attention can be to an object In static scenes attention can be to an object In dynamic environments attention locks on to particular objects and follows them as they move In dynamic environments attention locks on to particular objects and follows them as they move

87. Attention Vocabulary Selective Attention vs. Divided Attention Selective Attention vs. Divided Attention Automatic Processes vs. Controlled Processes Automatic Processes vs. Controlled Processes High Cognitive Load vs. Low Cognitive Load High Cognitive Load vs. Low Cognitive Load Visual Attention Visual Attention Exogenous vs. Endogenous Direction of Attention Exogenous vs. Endogenous Direction of Attention Overt Attention vs. Covert Attention Overt Attention vs. Covert Attention Overt: Bottom-up vs. Top-down control Overt: Bottom-up vs. Top-down control Covert: Location-based vs. Object-based Covert: Location-based vs. Object-based

88. Object-Based Attention Egly & Coworkers (1994) FASTER

89. Object-Based Attention Egly & Coworkers (1994) FASTER

90. Object-Based Attention Egly & Coworkers (1994) Flash that occurred on the same object was faster than the on that occurred on the other object Flash that occurred on the same object was faster than the on that occurred on the other object True despite the fact that both flashes were the same distance from the cued location True despite the fact that both flashes were the same distance from the cued location True even when an occluder appeared in front of the objects True even when an occluder appeared in front of the objects Evidence that aspects of attention are object- based, even for stationary objects. Evidence that aspects of attention are object- based, even for stationary objects.

91. Object-based Attention Hemineglect House vs Normal House

92. Object-based Attention YES NO

93. Object-based Attention YES

94. Reading Now pause the video and re-read pages 98-104 in the book, from “Overt Attention: Attention by Moving our Eyes” to “Feature Integration Theory” Now pause the video and re-read pages 98-104 in the book, from “Overt Attention: Attention by Moving our Eyes” to “Feature Integration Theory”

95. Feature Integration Theory Two stages of the visual process Two stages of the visual process Preattentive Stage Preattentive Stage Automatic, effortless, unconscious Automatic, effortless, unconscious Objects analyzed into independent features Objects analyzed into independent features Focused Attention Stage Focused Attention Stage Requires attention by the perceiver Requires attention by the perceiver Features combine to form perception of whole object Features combine to form perception of whole object Evidence Evidence Pop-out effect and Illusory Conjunction studies Pop-out effect and Illusory Conjunction studies Balint’s Syndrome Balint’s Syndrome

96. Evidence for Features: Popout Yell “me” when you …… Yell “me” when you …… See the TILTED LINE

97. Evidence for Features: Popout

98. Yell “me” when you …… Yell “me” when you …… See the VERTICAL LINE

99. Evidence for Features: Popout

100. Yell “me” when you …… Yell “me” when you …… See the CLOSED CIRCLE

101. Evidence for Features: Popout

102. Yell “me” when you …… Yell “me” when you …… See the CIRCLE WITH A GAP

103. Evidence for Features: Popout

104. Popout Tilted line among horizontal lines Vs. Horizontal line among tilted lines Circle with gap among closed circles Vs. Closed circle among circles with gaps Easier

105. Visual Search Times Number of distractors Time to Respond POP!

106. Conclusions of Popout Studies Tilted line is a feature (vertical line is not) Tilted line is a feature (vertical line is not) Gap is a feature (closed shape is not) Gap is a feature (closed shape is not)

107. Illusory Conjuctions 5 2

108. Illusory Conjunctions Green Triangle? Red Triangle? Red Circle? Black Circle? Green Triangle? Red Triangle? Red Circle? Black Circle? People misremember People misremember Shapes and color features combined wrong Shapes and color features combined wrong Effect goes away when ppl focus on shapes Effect goes away when ppl focus on shapes Effect goes away when shapes are meaningful Effect goes away when shapes are meaningful

109. Illusory Conjuctions 9 3

110. Illusory Conjunctions Green Triangle? Red Triangle? Red Circle? Black Circle? Green Triangle? Red Triangle? Red Circle? Black Circle? People misremember People misremember Shapes and color features combined wrong Shapes and color features combined wrong Effect goes away when ppl focus on shapes Effect goes away when ppl focus on shapes Effect goes away when shapes are meaningful Effect goes away when shapes are meaningful Balint’s syndrome (parietal lobe damage) Balint’s syndrome (parietal lobe damage) Inability to focus attention on objects Inability to focus attention on objects See illusory conjunctions even with lots of time See illusory conjunctions even with lots of time

111. Reading Now pause the video and re-read pages 104-106 in the book, from “Feature Integration Theory” to “The Physiology of Attention” Now pause the video and re-read pages 104-106 in the book, from “Feature Integration Theory” to “The Physiology of Attention”

112. Physiology of Attention Part IV

113. Attention Without Fixation Colby & Coworkers (1995) FIXATE Fixation Condition: Fixate on the fixation light, release bar whenever fixation light dims IGNORE RELEASE BAR WHEN DIM

114. Attention Without Fixation Colby & Coworkers (1995) FIXATE Fixation Condition: Fixate on the fixation light, release bar whenever fixation light dims Fixation And Attentin Condition: Fixate on the fixation light, release bar whenever peripheral light dims RELEASE BAR WHEN DIM

115. Attention Without Fixation Colby & Coworkers (1995) Monkeys could learn to do both tasks Monkeys could learn to do both tasks That in and of itself shows that attention and vision are not quite the same thing That in and of itself shows that attention and vision are not quite the same thing Cell in parietal cortex fired in response to the peripheral light Cell in parietal cortex fired in response to the peripheral light Fired MORE in the fixation and attention condition, even though the image on the retina was exactly the same Fired MORE in the fixation and attention condition, even though the image on the retina was exactly the same

116. Reading Now pause the video and re-read pages 106-108 in the book, from “The Physiology of Attention” to “Something to Consider” Now pause the video and re-read pages 106-108 in the book, from “The Physiology of Attention” to “Something to Consider”

117. Attention and Autism Part V

118. Autism and Attention Autism – developmental disorder that includes withdrawal of contact from other people Autism – developmental disorder that includes withdrawal of contact from other people Difficulty understanding social cues, non-verbal communication, emotions of others Difficulty understanding social cues, non-verbal communication, emotions of others Often normal (or even above average) IQ, though language ability is often impaired Often normal (or even above average) IQ, though language ability is often impaired Klim & Coworkers (2003) – individuals with autism can reason about social situations but not understand them in day-to-day life Klim & Coworkers (2003) – individuals with autism can reason about social situations but not understand them in day-to-day life

119. Autism and Attention Klim & Coworkers (2003) Video – Who’s Afraid of Virginia Woolf? Video – Who’s Afraid of Virginia Woolf? Emotional scene, after a character breaks a bottle Emotional scene, after a character breaks a bottle Nonautistics focus on eyes to get emotional reaction (white in book) Nonautistics focus on eyes to get emotional reaction (white in book) Autistics look off to the side (black in book) Autistics look off to the side (black in book) Character pointing across the room Character pointing across the room Nonautistics follow the gesture to see target, then face of another character Nonautistics follow the gesture to see target, then face of another character Autistics look at things unrelated to the social event Autistics look at things unrelated to the social event Ppl with autism don’t attend to social cues Ppl with autism don’t attend to social cues

120. Autism and Attention Does inattention to social cues “cause” the social deficits? NO, but they contribute Does inattention to social cues “cause” the social deficits? NO, but they contribute Feedback loop Feedback loop Negative emotions influence eye-movements & attention Negative emotions influence eye-movements & attention Eye-movement & attention differences influence how well they understand Eye-movement & attention differences influence how well they understand How well they understand influences how well the perform How well they understand influences how well the perform

121. Autism and Attention There might be other things going on, too. There might be other things going on, too. Silverman & Coworkers (including Campana) – individuals with autism have difficulty putting together verbal and nonverbal information even when they see and hear all of it Silverman & Coworkers (including Campana) – individuals with autism have difficulty putting together verbal and nonverbal information even when they see and hear all of it

122. Reading Now pause the video and re-read the remainder of the chapter. Now pause the video and re-read the remainder of the chapter.

123. THE END