Search results - CEJSH

1

ПРИЙОМИ АКТИВІЗАЦІЇ УВАГИ В МУЛЬТИМЕДІЙНИХ ОСВІТНІХ РЕСУРСАХ

100%

Лобода С., Велскоп В., Денисенко С.

Педагогічні науки: теорія, історія, інноваційні технології

|

2017

|

issue 7(71)

203-214

EN

In the article the problem of consideration of the laws of attention when designing multimedia educational resources is highlighted. The importance of using multimedia educational resources in the process of professional training of the future specialists of publishing and printing is determined. The specifics of educational disciplines and requirements for specialists of the modern publishing and printing industry are described.The modern publishing and printing industry is a high-tech sphere of activity, and a graduate of the university must have a number of complex competences based on integrated knowledge of special disciplines, computer science, programming. The most important professional qualities of a specialist in publishing and printing include the ability to produce quality publishing products using a wide arsenal of tools and techniques, using modern software and taking into account the specifics of the entire technological process. The best way to develop professional skills of the future activity of students is to apply modern technologies, in particular, multimedia educational resources. The use of multimedia educational resources is due to the peculiarities of the content of the disciplines that require inclusion of a considerable amount of heterogeneous information: diagrams, graphs, technical drawings, photographs, videos, animations, audiofragments and 3D objects. The article describes the role of attention, as the main factor in the successful implementation of educational activities and the conditions of conscious perception, application and memorization of learning material. In multimedia educational resources it is important to create the conditions for activation of attention. The methods of intensifying attention at designing and practical use of multimedia educational resources are determined and substantiated. The following factors are important for activating spontaneous attention: variety of presentation forms of educational material; change of the effect of the stimulus; intensity of stimulus; focusing on the novelty of the stimulus; emotionality of the content; intellectual, aesthetic and moral feelings; interest. Also important are the following points: practical activity of students; mental state of students; avoiding third-party stimuli.The article gives examples of author’s resources, where certain methods of attention activation are implemented.

2

Shifts of visuospatial attention to invisible (metacontrast-masked) singletons: Clues from reaction times and event-related potential

100%

Ansorge U., Heumann M.

Advances in Cognitive Psychology

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2006

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vol. 2

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issue 1

61-76

EN

In the current study, we tested whether a masked and, thus, invisible singleton-cue captures attention in a stimulus-driven manner or in a top-down contingent manner. The manual RT (Reaction Time) capture effect with the invisible singleton-cue decreased substantially when a match between the singleton-cue and the top-down controlled set of searched-for target features was also decreased. By contrast, with the PCN (Posterior Contralateral Negativity), an electrophysiological measure of the capture of visuospatial attention by the invisible singleton-cue, no significant decrement was observed. Taken together, the results support the assumption that an invisible singleton-cue can capture attention in a stimulus-driven manner, and that different delays in the deallocation of attention (i.e., attention is deallocated more efficiently from a cue that does not match the top-down controlled set than from a cue that does match the same set) account for the weaker manual RT capture effect with a set-nonmatching invisible singleton-cue.

3

Individual differences in visual and auditory processing of emotional material

100%

Zagórska A., Fajkowska M.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 2

174-180

EN

Presented studies investigated the specificity of visual and auditory modalities in attentional processing of emotion, and its association with temperamental dimensions and trait-like attentional control (AC). During preliminary study 30 participants were presented with the paper-pencil visual search task (Emotional Faces Attentional Test) and emotional prosody detection tasks (Emotional Prosody Test). Results revealed visual happiness superiority and auditory sadness superiority. During the main study, in addition to attentional performance, 51 subjects were administrated two questionnaires: EPQ-R and Attentional Control Scale. Introducing individual differences into analysis limited the general pattern of modality distinctiveness in attentional processing of emotional stimuli obtained in the preliminary study. Findings for all personality traits studied separately showed that Extraversion and low Neuroticism were associated with the visual sadness superiority. Whereas interactional analysis indicated effective visual threat processing in extraverts with good AC and effective friendly prosody detection when Neuroticism and AC remain in inverse relationship. Hence, we have found that processing emotional targets in both modalities is associated with temperament dimensions and their interactions with attentional control. Additionally, findings from both studies suggest that general psychological laws might be challenged by individual differences.

4

Perceptual latency priming and illusory line motion: Facilitation by gradients of attention?

100%

Scharlau I., Horstmann G.

Advances in Cognitive Psychology

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2006

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vol. 2

|

issue 1

87-97

EN

The phenomena of illusory line motion and perceptual latency priming are both assumed to reflect a facilitation of perceptual latency. The explanation of illusory line motion presupposes that attention is distributed in a gradient fashion whereas this is not a necessary part of the explanation of perceptual latency priming. Two experiments test whether an attentional gradient is present in perceptual latency priming. Evidence for a gradient was found within 2.5° of visual angle around the attended location, but not at a distance of 5° and more.

5

Top-down contingent feature-specific orienting with and without awareness of the visual input

100%

Ansorge U., Horstmann G., Scharlau I.

Advances in Cognitive Psychology

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2011

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vol. 7

108-119

EN

In the present article, the role of endogenous feature-specific orienting for conscious and unconscious vision is reviewed. We start with an overview of orienting. We proceed with a review of masking research, and the definition of the criteria of experimental protocols that demonstrate endogenous and exogenous orienting, respectively. Against this background of criteria, we assess studies of unconscious orienting and come to the conclusion that so far studies of unconscious orienting demonstrated endogenous feature-specific orienting. The review closes with a discussion of the role of unconscious orienting in action control.

6

Attentional demand influences strategies for encoding into visual working memory

100%

Mayer J., Bittner R., Linden D., Nikolić D.

Advances in Cognitive Psychology

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2007

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vol. 3

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issue 4

429-448

EN

Visual selective attention and visual working memory (WM) share the same capacity-limited resources. We investigated whether and how participants can cope with a task in which these 2 mechanisms interfere. The task required participants to scan an array of 9 objects in order to select the target locations and to encode the items presented at these locations into WM (1 to 5 shapes). Determination of the target locations required either few attentional resources ("pop-out condition") or an attention-demanding serial search ("non pop-out condition"). Participants were able to achieve high memory performance in all stimulation conditions but, in the non pop-out conditions, this came at the cost of additional processing time. Both empirical evidence and subjective reports suggest that participants invested the additional time in memorizing the locations of all target objects prior to the encoding of their shapes into WM. Thus, they seemed to be unable to interleave the steps of search with those of encoding. We propose that the memory for target locations substitutes for perceptual pop-out and thus may be the key component that allows for flexible coping with the common processing limitations of visual WM and attention. The findings have implications for understanding how we cope with real-life situations in which the demands on visual attention and WM occur simultaneously.

7

Sensorimotor supremacy: Investigating conscious and unconscious vision by masked priming

100%

Ansorge U., Neumann O., Becker S., Kälberer H., Cruse H.

Advances in Cognitive Psychology

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2007

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vol. 3

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issue 1-2

257-274

EN

According to the sensorimotor supremacy hypothesis, conscious perception draws on motor action. In the present report, we will sketch two lines of potential development in the field of masking research based on the sensorimotor supremacy hypothesis. In the first part of the report, evidence is reviewed that masked, invisible stimuli can affect motor responses, attention shifts, and semantic processes. After the review of the corresponding evidence - so-called masked priming effects - an approach based on the sensorimotor supremacy hypothesis is detailed as to how the question of a unitary mechanism of unconscious vision can be pursued by masked priming studies. In the second part of the report, different models and theories of backward masking and masked priming are reviewed. Types of models based on the sensorimotor hypothesis are discussed that can take into account ways in which sensorimotor processes (reflected in masked priming effects) can affect conscious vision under backward masking conditions.

8

Social Media and Task Performance: Does Being Online distract task completion?

100%

Piotrowski M., Ślebarska K., Buszman K.

The New Educational Review

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2022

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vol. 67

249-260

EN

At present, social media are connected with education. Both influence daily life and studying since they impact formal and informal relations. This study explores the role of social media in task performance. Based on Mackworth’s clock test, we experimented with university students (N=54), which assessed their capacity to concentrate on the task when exposed to notifications from social networking. We explored whether the appearance of social media notifications regarding different stimulus properties (i.e., sound and vision) lowered cognitive resource capacity to concentrate on the main task. The findings revealed that the mere presence of notifications affected task performance. However, the focal relationship was more complex.

9

Neuro-cognitive mechanisms of conscious and unconscious visual perception: From a plethora of phenomena to general principles

88%

Kiefer M., Ansorge U., Haynes J.-D., Hamker F., Mattler U., Verleger R., Niedeggen M.

Advances in Cognitive Psychology

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2011

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vol. 7

55-67

EN

Psychological and neuroscience approaches have promoted much progress in elucidating the cognitive and neural mechanisms that underlie phenomenal visual awareness during the last decades. In this article, we provide an overview of the latest research investigating important phenomena in conscious and unconscious vision. We identify general principles to characterize conscious and unconscious visual perception, which may serve as important building blocks for a unified model to explain the plethora of findings. We argue that in particular the integration of principles from both conscious and unconscious vision is advantageous and provides critical constraints for developing adequate theoretical models. Based on the principles identified in our review, we outline essential components of a unified model of conscious and unconscious visual perception. We propose thatawarenessrefers to consolidated visual representations, which are accessible to the entire brain and therefore globally available. However,visual awarenessnot only depends on consolidation within the visual system, but is additionally the result of a post-sensory gating process, which is mediated by higher-level cognitive control mechanisms. We further propose that amplification of visual representations by attentional sensitization is not exclusive to the domain of conscious perception, but also applies to visual stimuli, which remain unconscious. Conscious and unconscious processing modes are highly interdependent with influences in both directions. We therefore argue that exactly this interdependence renders a unified model of conscious and unconscious visual perception valuable. Computational modeling jointly with focused experimental research could lead to a better understanding of the plethora of empirical phenomena in consciousness research.

10

ФОРМУВАННЯ ХУДОЖНЬО-ВИКОНАВСЬКОЇ УВАГИ СТУДЕНТА-ВОКАЛІСТА: МЕТОДИЧНИЙ АСПЕКТ

88%

Лунь Ц.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 5(69)

277-287

EN

The article highlights methodological features of formation of artistic-performing attention of students in the process of vocal education. The essential characteristics of the phenomenon under study are presented. It is noted that attention acts as the property of all cognitive and emotional processes. The methodological guidelines for the formation of executive reliability, which influence the development of artistic and performing attention, are defined. Four phases of the formation of performing reliability of vocalists have been characterized: formation, development, improvement and consolidation. Relevance of the problem of formation of artistic-performing attention of students in the process of vocal education is proved. A number of features of the mentioned process during the vocal training of students were revealed. In order to find out methodological features of the phenomenon under investigation, we used theoretical methods of research, namely: general scientific – analysis, synthesis, abstraction, comparison and generalization, specific scientific –method of terminological analysis, application of which allowed to clarify the fundamental concepts of research; structural-functional, which made possible the essential characteristic of the methodological features of the phenomenon under study. It is stressed, that an important condition for successful self-expression of students is their self-awareness, which consists of awareness of their own self, growing independence as a subject of their professional activity. For the formation of the consciousness of the musician, the set of values, which are created in the individual vocal classes (traditions, creative direction, features of the repertoire, ways of execution), becomes important. The determinant factor in the formation of a specialist’s self-awareness is the desire for self-actualization in the profession. The analysis of the problem of formation of artistic-performing attention of students-vocalists in the article allowed: to confirm the relevance of the chosen problem; to identify a number of features of this process during the vocal training of students. Further research requires the development of such issues as: formation of ability to reflect in order to be aware of the future specialists of their own attention.

11

Follow the sign! Top-down contingent attentional capture of masked arrow cues

88%

Reuss H., Pohl C., Kiesel A., Kunde W.

Advances in Cognitive Psychology

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2011

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vol. 7

82-91

EN

Arrow cues and other overlearned spatial symbols automatically orient attention according to their spatial meaning. This renders them similar to exogenous cues that occur at stimulus location. Exogenous cues trigger shifts of attention even when they are presented subliminally. Here, we investigate to what extent the mechanisms underlying the orienting of attention by exogenous cues and by arrow cues are comparable by analyzing the effects of visible and masked arrow cues on attention. In Experiment 1, we presented arrow cues with overall 50% validity. Visible cues, but not masked cues, lead to shifts of attention. In Experiment 2, the arrow cues had an overall validity of 80%. Now both visible and masked arrows lead to shifts of attention. This is in line with findings that subliminal exogenous cues capture attention only in a top-down contingent manner, that is, when the cues fit the observer's intentions.

12

The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense

88%

Loewen S., Inceoglu S.

Studies in Second Language Learning and Teaching

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2016

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vol. 6

|

issue 1

89-110

EN

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.

13

Výkon bilingválnych jednotlivcov pri psychodiagnostickom vyšetrení kognitívnych funkcií v ich prvom a druhom jazyku

88%

Momková E., Jurásová K. I.

Psychologie a její kontexty

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2017

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vol. 8

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issue 1

66 - 85

EN

The aim of the study was to compare the performance of bilingual individuals in testing attention, memory and intelligence using their first (L1) and second (L2) languages. These abilities were selected by us based on the fact that they are the diagnostic criteria of many diagnostic units, e.g. ADHD, ADD etc., so if they are not correctly determined, there is a chance of issuing inadequate psychological report. The issue of psychological testing of bilingual individuals is also topical problem in other European countries, such as the Czech Republic, Romania, Serbia, Croatia etc., where there is also a large percentage of ethnic minorities, but also countries outside of Europe, such as the USA are no exception. Our intention was to test the implicit assumption that the performance of bilingual individuals deteriorates during psychodiagnostic testing, if the test is not performed in their first language. The sample consisted of 126 bilingual respondents with an average age of 17.87 (SD = 7.77), of which 66 were female and 60 male. The sample was divided into four age related groups - young school age children, preadolescent, adolescencents and adults. The selected cognitive abilities were measured by using Slovak and Hungarian language forms of the following psychological tests: Number Square, Learning Memory Test; Wechsler Intelligence Test for Adults (WAIS-R) and Wechsler Intelligence Scale for Children (WISC III). The results indicate a deterioration of performance at psychodiagnostic test of attention, memory and intelligence using L2 of bilinguals regardless of their age. The conclusion of the study shows the importance of choosing appropriate language for psychological testing for bilingual clients in order to eliminate adverse conditions compared to monolingual clients.

14

The Affective Self-regulation of Covert and Overt Reasoning in a Promotion vs. Prevention Mind-set

88%

Kolańczyk A., Roczniewska M.

Polish Psychological Bulletin

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2015

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vol. 46

|

issue 2

228-238

EN

The main hypothesis of studies presented in this article is that episodic implicit evaluations (affects) toward task-relevant objects determine thinking and decisions by actively placing them within or outside the scope of attention. In these studies we also aimed to test the impact of regulatory focus on implicit evaluations and goal pursuit. We applied the Promotion-Prevention Self-control Scale as a measure of mind-set during thinking in the Wason Selection Task (WST) in Study 1 and Island Decision Game (IDG) in Study 2. Directly after learning of the tasks, participants evaluated (in affective priming paradigm) objects that constituted the task’s content. The findings are in line with the hypothesis stating that goals influence the way in which objects are automatically evaluated. The effects of promotion mind-set were more pronounced in both studies. Promotion-focused individuals positively assessed objects that serve as a confirmation. The implicit evaluations by prevention-oriented individuals disclosed their falsifying approach to the WST. The positive implicit evaluation of correct objects suggests their sensitivity to information useful for falsification and is consistent with their tendency to cautiously self-control thinking.

15

The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense

88%

Loewen S., Inceoglu S.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 1

89-110

EN

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.

16

Strategie komplementarne: Dlaczego używamy rąk, kiedy myślimy

88%

Kirsh D.

Avant

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2012

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vol. 3

|

issue T

161-174

EN

A complementary strategy can be defined as any organizing activity which recruits external elements to reduce cognitive loads. Typical organizing activities include pointing, arranging the position and orientation of nearby objects, writing things down, manipulating counters, rulers or other artifacts that can encode the state of a process or simplify perception. To illustrate the idea of a complementary strategy, a simple experiment was performed in which subjects were asked to determine the dollar value of collections of coins. In the no-hands condition, subjects were not allowed to touch the coin images or to move their hands in any way. In the hands condition, they were allowed to use their hands and fingers however they liked. Significant improvements in time and number of errors were observed when S’s used their hands over when they did not. To explain these facts, a brief account of some commonly observed complementary strategies is presented, and an account of their potential benefits to perception, memory and attention.

17

Attention for Distraction: Modernity, Modernism and Perception

88%

van Alphen E.

Text Matters: A Journal of Literature, Theory and Culture

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2017

|

issue 7

87-97

EN

Particularly in the latter half of the nineteenth century sensorial experiences changed at breakneck speed. Social and technological developments of modernity like the industrial revolution, rapid urban expansion, the advance of capitalism and the invention of new technologies transformed the field of the senses. Instead of attentiveness, distraction became prevalent. It is not only Baudelaire who addressed these transformations in his poems, but they can also be recognized in the works of novelist Gustave Flaubert and painter Edward Munch. By means of the work of William James, Walter Benjamin, Siegfried Kracauer and Georg Simmel, the repercussions of this crisis of the senses for subjectivity will be discussed.

18

Grouping based feature attribution in metacontrast masking

88%

Otto T.

Advances in Cognitive Psychology

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2007

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vol. 3

|

issue 1-2

107-109

EN

The visibility of a target can be strongly suppressed by metacontrast masking. Still, some features of the target can be perceived within the mask. Usually, these rare cases of feature mis-localizations are assumed to reflect errors of the visual system. To the contrary, I will show that feature "mis-localizations" in metacontrast masking follow rules of motion grouping and, hence, should be viewed as part of a systematic feature attribution process.

19

Attention for Distraction: Modernity, Modernism and Perception

88%

van Alphen E.

Text Matters: A Journal of Literature, Theory and Culture

|

2017

|

issue 7

87-97

EN

Particularly in the latter half of the nineteenth century sensorial experiences changed at breakneck speed. Social and technological developments of modernity like the industrial revolution, rapid urban expansion, the advance of capitalism and the invention of new technologies transformed the field of the senses. Instead of attentiveness, distraction became prevalent. It is not only Baudelaire who addressed these transformations in his poems, but they can also be recognized in the works of novelist Gustave Flaubert and painter Edward Munch. By means of the work of William James, Walter Benjamin, Siegfried Kracauer and Georg Simmel, the repercussions of this crisis of the senses for subjectivity will be discussed.

20

Elements of Animate and Inanimate Nature in the Practice of Avadhāna

88%

Cielas H.

Acta Asiatica Varsoviensia

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2021

|

issue 34

29-49

EN

This paper focuses on the practice of avadhāna, which is based on highly developed cognitive skills (ability to concentrate, memory) and showcasing of manifold strengths and knowledge during partially improvised spectacles. Various challenges to be met involve the elements of animate and inanimate nature. The main purpose of the article is to investigate the occurrence of these components and their role in the avadhāna, as well as to examine the possible sources of specialised knowledge in equinology (aśvaśāstra), elephant lore (gajaśāstra) and visual poetry (citrakāvya) required from the avadhāna performers.

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