ATTENTION

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ATTENTION
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ATTENTION

• ALERTNESS (AROUSAL)
• LIMITED CHANNEL CAPACITY
• SELECTIVE ATTENTION

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PHYSIOLOGICAL ALERTNESS

• RETICULAR ACTIVATING SYSTEM

RA
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AROUSAL, MUSCLES AND INFORMATION PROCESSING
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RELATIONSHIP OF AROUSAL TO PERFORMANCE
OPTIMAL LEVEL
GOOD
PERFORMANCE
POOR
HIGH
LOW
AROUSAL
YERKES-DODSON LAW
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EYSENCK PERSONALITY SCALES

• NEUROTIC/ STABILITY
• INTROVERT/ EXTROVERT
• LIE SCALE

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HIGHEST ACTIVATION LEVEL

• NEUROTIC INTROVERT

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TASK COMPLEXITY AND AROUSAL
AROUSAL LEVEL
VALUES ARE ARBITRARY
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PROCESSING UNDER HIGH AROUSAL

• PERCEPTUAL NARROWING
• FOCUS
• PROBLEM WITH UNEXPECTED
• CUE UTILIZATION
• HYPERVIGILANCE
• PRESSURE TRAINING

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LIMITED CHANNEL CAPACITY
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LCC

• FOCUS ON
• INTERNAL EVENTS
• EXTERNAL EVENTS
• SERIAL PROCESSING
• PARALLEL PROCESSING
• STROOP EFFECT

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RESPONSE SELECTION

• CONTROLLED PROCESSING
• SLOW
• ATTN DEMANDING
• SERIAL
• VOLUNTARY
• AUTOMATIC PROCESSING
• FAST
• NOT ATTN DEMANDING
• PARALLEL
• INVOLUNTARY

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KAHNMENS MODEL OF ATTENTION

• WHEN NOT ENOUGH CAPACITY, DECISIONS ARE BASED ON
• ENDURING DISPOSITIONS
• RULES OF INVOLUNTARY ATTENTION
• MOMENTARY INTENTIONS
• INSTRUCTIONS OR SPECIFIC INSTRUCTIONS

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SELECTIVE ATTENTION
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COCKTAIL PARTY PHENOMENON

• SELECTION OF ONE CUE FROM MANY
• WHAT TYPE OF INFORMATION RETAINED FROM INFO NOT
  ATTENDED TO (SHADOWING)
• PHYSICAL FEATURES

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THEORIES OF SELECTIVE ATTENTION

• BROADBENTS FILTER THEORY
• TREISMANS ATTENUATION THEORY
• NORMANS PERTINENCE THEORY

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ROSS MODEL OF DEVELOPMENTAL S.A.

• OVEREXCLUSIVE ATTENTION
• INFANTS/PRESCHOOLERS
• ATTN TO ONE ASPECT OF STIMULUS
• OVERINCLUSIVE ATTENTION
• LATE PRESCHOOL/ELEMENTARY
• LACK OF FOCUSED ATTENTION
• CONSTANT PROCESSING OF IRRELEVANT STIMULI
• VERY SHORT ATTENTION SPAN
• HIGH RATES OF INCIDENTAL LEARNING
• SELECTIVE ATTENTION
• LATE ELEMENTARY (BY 12)
• ABILITY TO FOCUS ON RELEVANT STIMULI
• DECREASE IN INCIDENTAL LEARNING

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SUMMARY

• ABILITY TO ATTEND TO ONE CUE IN MIDST OF MANY
• LEARNER WILL ATTEND TO CUES MOST MEANINGFUL OR
  PERTINENT
• DISTRACTIONS TEND TO BE RELATED TO
• INSUFFICIENT ATTENTION TO IMP. CUES
• LACK OF CONFIDENCE IN CHOOSING IMP. CUES

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PRACTICAL IMPLICATIONS

• DO NOT OVERLOAD
• IF COMPLEX SKILL FOR BOTH PERCEPTUAL, DECISION
  AND EFFECTOR PROCESSES, REDUCE INFO TO ONE OR
  MORE
• PRACTICES REDUCES UNCERTAINTY
• POINT OUT WHAT IS IMPORTANT
• CONSTRUCT AS MANY SITUATIONS AS POSSIBLE THAT
  WILL HAPPEN