class: center, middle, inverse, title-slide # 2018-04-02 Attention ## PSY 525.001 • Vision Science • 2018 Spring ### Rick Gilmore ### 2018-04-02 14:19:46 --- --- class: center, middle # Today's topics -- ## [Scheduling](../schedule.html) student presentations -- ## Attention --- class: middle, center > "*Everyone knows what attention is. It is taking possession of the mind, in clear and vivid form, of one out of what seems several simultaneously possible objects or trains of thought. Focalization, concentration of consciousness are of its essence. It implies a withdrawal from some things in order to deal effectively with others.*" William James --- class: middle, center <a href="https://www.nytimes.com/2018/02/13/obituaries/anne-treisman-who-studied-how-we-perceive-dies-at-82.html"> <img src="img/treisman-obit.jpg" height=450px/> </a> --- class: middle, center <iframe width="560" height="315" src="https://www.youtube.com/embed/GDSPbKGDMY4" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> --- class: middle, center ## Capacity limits on processing => ## Requires recruitment & focusing of resources --- class: center, middle ## *When* does information get selected? ### Early vs. Late ### Attention as 'filter' (Broadbent's shadowing experiments) --- class: center, middle ## Stimulating in 'unattended' areas ## 'Inattentional blindness' or perception without attention Rock, I., Linnett, C. M., Grant, P., & Mack, A. (1992). Perception without attention: Results of a new method. *Cognitive Psychology*, *24*(4), 502–534. Elsevier. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/1473333 --- class: center, middle <img src="img/rock-etal-1992-fig-1.jpg" height=450px/> Rock et al., 1992 --- class: center, middle <img src="img/rock-etal-1992-fig-5.jpg" height=450px/> Rock et al., 1992 --- class: center, middle ## Evidence for 'late' selection: personal relevance, emotional intensity, etc. ## Task load and selection: high 'early', low 'late' (Lavie) --- class: center, middle # Temporal factors ## Attentional 'blink' --- class: center, middle <iframe width="560" height="315" src="https://www.youtube.com/embed/MH6ZSfhdIuM" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> ## Rapid Serial Visual Presentation (RSVP) task --- class: center, middle # Change blindness --- class: center, middle <iframe width="560" height="315" src="https://www.youtube.com/embed/bh_9XFzbWV8" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> --- class: center, middle <iframe width="560" height="315" src="https://www.youtube.com/embed/qN7s9E6M4RQ" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> --- class: center, middle # 'Cueing' attention --- class: middle, center <p><a href="https://en.wikipedia.org/wiki/File:Posner_Paradigm_Figure.png#/media/File:Posner_Paradigm_Figure.png"><img src="https://upload.wikimedia.org/wikipedia/en/b/b3/Posner_Paradigm_Figure.png" alt="Posner Paradigm Figure.png"></a><br>By <a href="//en.wikipedia.org/w/index.php?title=User:Local870&action=edit&redlink=1" class="new" title="User:Local870 (page does not exist)">Local870</a> (<a href="//en.wikipedia.org/wiki/User_talk:Local870" title="User talk:Local870">talk</a>) (<a href="//en.wikipedia.org/wiki/Special:ListFiles/Local870" title="Special:ListFiles/Local870">Uploads</a>) - <a href="//en.wikipedia.org/w/index.php?title=User:Local870&action=edit&redlink=1" class="new" title="User:Local870 (page does not exist)">Local870</a> (<a href="//en.wikipedia.org/wiki/User_talk:Local870" title="User talk:Local870">talk</a>) (<a href="//en.wikipedia.org/wiki/Special:ListFiles/Local870" title="Special:ListFiles/Local870">Uploads</a>), <a href="https://creativecommons.org/licenses/by/3.0/" title="Creative Commons Attribution 3.0">CC BY 3.0</a>, <a href="https://en.wikipedia.org/w/index.php?curid=37904478">Link</a></p> --- class: center, middle # Posner cueing task ## Quantifying the (RT) costs and benefits of attention --- class: center, middle <img src="https://www.frontiersin.org/files/Articles/7028/fnhum-04-00215-HTML/image_m/fnhum-04-00215-g005.jpg" width=800px/> Feldman, H., & Friston, K. J. (2010). Attention, uncertainty, and free-energy. *Frontiers in Human Neuroscience*, 4, 215. frontiersin.org. Retrieved from http://dx.doi.org/10.3389/fnhum.2010.00215 --- class: center, middle ## Spotlight (move/enhance/disengage) vs. Zoom lens --- class: center, middle # Object-based attention --- class: center, middle <img src="https://ars.els-cdn.com/content/image/1-s2.0-S0166411501800261-f06-03-9780444505064.gif"/> Vecera, S. P., & Behrmann, M. (2001). 6 - Attention and Unit Formation: A Biased Competition Account of Object-Based Attention. In T. F. Shipley & P. J. Kellman (Eds.), *Advances in Psychology* (Vol. 130, pp. 145–180). North-Holland. Retrieved from http://www.sciencedirect.com/science/article/pii/S0166411501800261 --- class: center, middle # Attention to properties/dimensions --- class: center, middle <img src="http://scienceblogs.com/cognitivedaily/wp-content/blogs.dir/262/files/2012/04/i-baa00243255a2b7099346b33ae07045d-stroophyp.gif" height=450px/> Stroop, J. R. (1935). Studies of interference in serial verbal reactions. *Journal of Experimental Psychology*, 18(6), 643. Psychological Review Company. Retrieved from http://psycnet.apa.org/record/1936-01863-001 --- class: middle, center, inverse # Break --- class: middle, center Treisman, A. M., & Gelade, G. (1980). A feature-integration theory of attention. *Cognitive Psychology*, *12*(1), 97–136. Elsevier. Retrieved from <https://www.ncbi.nlm.nih.gov/pubmed/7351125> --- class: middle, center <img src="https://www.researchgate.net/profile/Joseph_Keebler/publication/239612283/figure/fig1/AS:298588476329984@1448200448241/Model-of-Treismans-Feature-Integration-Theory.png" height=450px/> --- class: middle, center ## Integral vs. separable dimensions (Garner) --- class: middle, center ## Separable: color vs. shape ## Integral: color saturation and lightness; length & height --- class: middle, center <img src="https://visualizedd.files.wordpress.com/2011/04/popout001.jpg?w=497&h=486" height=450px/> ## Pop-out --- class: middle, center <iframe width="560" height="315" src="https://www.youtube.com/embed/D4czs5o3RsE" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> ## Tachistoscope --- class: middle, center -- ### Why are search slopes for single features 'flat' as the number of items increases? -- ### Why are search slopes for 'negative' (conjunction target not present) conditions ~2x those for 'positive' (conjunction target present) conditions? --- class: middle, center Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for dynamic events. *Perception*, *28*(9), 1059–1074. Retrieved from <http://dx.doi.org/10.1068/p281059> --- class: middle, center <iframe width="560" height="315" src="https://www.youtube.com/embed/UtKt8YF7dgQ" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> --- class: middle, center Neisser, U., & Becklen, R. (1975). Selective looking: Attending to visually specified events. *Cognitive Psychology*, *7*(4), 480–494. Elsevier. Retrieved from http://www.sciencedirect.com/science/article/pii/0010028575900195 --- class: middle, center <iframe width="560" height="315" src="https://www.youtube.com/embed/nkn3wRyb9Bk" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> Becklen, R., & Cervone, D. (1983). Selective looking and the noticing of unexpected events. *Memory & Cognition*, *11*(6), 601–608. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/6669028 --- class: center, middle Slides created via the R package [**xaringan**](https://github.com/yihui/xaringan). Rendered HTML and supporting files are pushed to GitHub where GitHub's 'pages' feature is used to host and serve the course website.