Search results for '*Distraction' (try it on Scholar)

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  1. Michael Marder (2012). Phenomenology of Distraction, or Attention in the Fissuring of Time and Space. Research in Phenomenology 41 (3):396-419.score: 12.0
    The goal of “Phenomenology of Distraction“ is to explore the imbrication of attention and distraction within existential spatiality and temporality. First, I juxtapose the Heideggerian dispersion of concern (which includes, among other things, the attentive comportment) in everyday life, conceived as a way to get distracted from one's impending mortality, to Fernando Pessoa's embracing of the inauthentic, superficial, and restless existence, where attention necessarily reverts into distraction. Second, I consider the philosophical confessions of St. Augustine and Jean-Jacques Rousseau as evidence (...)
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  2. Sophie Forster (2013). Distraction and Mind-Wandering Under Load. Frontiers in Psychology 4.score: 12.0
    Attention research over the last several decades has provided rich insights into the determinants of distraction, including distractor characteristics, task features and individual differences. Load Theory represented a particularly important breakthrough, highlighting the critical role of the level and nature of task load in determining both the efficiency of distractor rejection and the stage of processing at which this occurs. However, until recently studies of distraction were restricted to those measuring rather specific forms of distraction by external stimuli which I (...)
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  3. Paul North (2011). The Problem of Distraction. Stanford University Press.score: 12.0
    The demand for a cause : not-always-thinking -- A face for distraction -- Kafka (diaspora) -- Heidegger (dissipation) -- Benjamin (entertainment) -- Epilogue : distraction and politics.
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  4. Stefan Berti (2013). The Role of Auditory Transient and Deviance Processing in Distraction of Task Performance: A Combined Behavioral and Event-Related Brain Potential Study. Frontiers in Human Neuroscience 7.score: 10.0
  5. H. Cason (1938). The Influence of Attitude and Distraction. Journal of Experimental Psychology 22 (6):532.score: 10.0
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  6. Gary A. Davis (1967). Detrimental Effects of Distraction, Additional Response Alternatives, and Longer Response Chains in Solving Switch-Light Problems. Journal of Experimental Psychology 73 (1):45.score: 10.0
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  7. Gary A. Davis, Alice J. Train & Mary E. Manske (1968). Trial and Error Versus "Insightful" Problem Solving: Effects of Distraction, Additional Response Alternatives, and Longer Response Chains. Journal of Experimental Psychology 76 (3p1):337.score: 10.0
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  8. S. Heim, A. A. Benasich & A. Keil (2012). Distraction by Emotion in Early Adolescence: Affective Facilitation and Interference During the Attentional Blink. Frontiers in Psychology 4:580-580.score: 10.0
    This study examined the extent to which early adolescents (aged 10 to 13 years) differ from adults in their sensitivity to attention capture by affective stimuli during rapid processing. A rapid serial visual presentation paradigm (RSVP) was implemented as a dual task, requiring the report of two green target stimuli embedded in a stream of distractors. Known as the “attentional blink” (AB), task performance is typically impaired when the first and second targets (T1 and T2, respectively) are separated by at (...)
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  9. B. Kent Houston & Thomas M. Jones (1967). Distraction and Stroop Color-Word Performance. Journal of Experimental Psychology 74 (1):54-56.score: 10.0
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  10. James J. Keenan (1968). Some Effects of Rhythmic Distraction Upon Rhythmic Sensori-Motor Performance. Journal of Experimental Psychology 77 (3p1):440.score: 10.0
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  11. W. M. Lepley (1936). The Effect of Distraction Upon Serial Position Values in Retention. Journal of Experimental Psychology 19 (4):467.score: 10.0
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  12. Robert E. Murphy (1959). Effects of Threat of Shock, Distraction, and Task Design on Performance. Journal of Experimental Psychology 58 (2):134.score: 10.0
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  13. F. Michael Rabinowitz & Mary L. Paynter (1969). Postreinforcement Interval, Intertrial Interval, and the Delay-Retention Effect Under Distraction Conditions. Journal of Experimental Psychology 81 (1):177.score: 10.0
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  14. D. G. Ryans (1935). A Preliminary Investigation of the Effects of Mental Distraction Upon Muscular Fatigue. Journal of Experimental Psychology 18 (1):148.score: 10.0
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  15. Michael J. Watkins, Olga C. Watkins, Fergus I. Craik & Gregory Mazuryk (1973). Effect of Nonverbal Distraction on Short-Term Storage. Journal of Experimental Psychology 101 (2):296.score: 10.0
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  16. Jennifer D. Ryan, Modulation of Distraction in Ageing.score: 8.0
    A cueing paradigm was employed to examine modulation of distraction due to a visual singleton. Subjects were required to make a saccade to a shape-singleton target. A predictive location cue indicated the hemifield where a target would appear. Older adults made more anticipatory saccades than younger adults, and were less accurate for making an eye movement in the vicinity of a target. However, younger and older adults likewise benefited from the cue; distraction was reduced when the distractor singleton appeared in (...)
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  17. F. Dolcos A. D. Iordan, S. Dolcos (2013). Neural Signatures of the Response to Emotional Distraction: A Review of Evidence From Brain Imaging Investigations. [REVIEW] Frontiers in Human Neuroscience 7.score: 8.0
    Prompt responses to emotional, potentially threatening, stimuli are supported by neural mechanisms that allow for privileged access of emotional information to processing resources. The existence of these mechanisms can also make emotional stimuli potent distracters, particularly when task-irrelevant. The ability to deploy cognitive control in order to cope with emotional distraction is essential for adaptive behavior, while reduced control may lead to enhanced emotional distractibility, which is often a hallmark of affective disorders. Evidence suggests that increased susceptibility to emotional distraction (...)
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  18. Stefan Billinger (2012). Distraction of Symbolic Behavior in Regular Classrooms. Frontiers in Psychology 3.score: 8.0
    The purpose of the present study is to develop more precise methods to explore the interaction between contextual factors in teacher instructions in regular classroom settings and students’ abilities to use symbolic information in the instruction. The ability to easily show symbolic behavior could be expected to influence student’s capacity to be active and participate. The present study examines distraction in students’ shifts from the use of “non-symbolic” to “symbolic” behavior in regular classroom settings. The 53 students (29 boys and (...)
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  19. Andrew B. Leber Jennifer R. Lechak (2012). Individual Differences in Distraction by Motion Predicted by Neural Activity in MT/V5. Frontiers in Human Neuroscience 6.score: 8.0
    Individuals differ substantially in their susceptibility to distraction by irrelevant visual information. Previous research has uncovered how individual variability in the goal-driven component of attentional control influences distraction, yet it remains unknown whether other sources of variability between individuals also predict distraction. In this fMRI study, we showed that an individual’s inherent sensitivity to passively viewed visual motion predicts his/her susceptibility to distraction by motion. Bilateral MT/V5 was localized in participants during passive viewing of moving stimuli, affording a baseline measure (...)
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  20. Philipp Koralus (2014). The Erotetic Theory of Attention: Questions, Focus and Distraction. Mind and Language 29 (1):26-50.score: 8.0
    Attention has a role in much of perception, thought, and action. On the erotetic theory, the functional role of attention is a matter of the relationship between questions and what counts as answers to those questions. Questions encode the completion conditions of tasks for cognitive control purposes, and degrees of attention are degrees of sensitivity to the occurrence of answers. Questions and answers are representational contents given precise characterizations using tools from formal semantics, though attention does not depend on language. (...)
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  21. Kathleen Garrison, Juan Santoyo, Jake Davis, Thomas Thornhill, Catherine Kerr & Judson Brewer (2013). Effortless Awareness: Using Real Time Neurofeedback to Investigate Correlates of Posterior Cingulate Cortex Activity in Meditators' Self-Report. Frontiers in Human Neuroscience 7.score: 6.0
    Neurophenomenological studies seek to utilize first-person self-report to elucidate cognitive processes related to physiological data. Grounded theory offers an approach to the qualitative analysis of self-report, whereby theoretical constructs are derived from empirical data. Here we used grounded theory methodology to assess how the first-person experience of meditation relates to neural activity in a core region of the default mode network –the posterior cingulate cortex. We analyzed first-person data consisting of meditators’ accounts of their subjective experience during runs of a (...)
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  22. John L. Orrock (2006). Useful Distraction: Ritualized Behavior as an Opportunity for Recalibration. Behavioral and Brain Sciences 29 (6):625-626.score: 6.0
    Responding to potential hazards is likely to require precaution-related recalibration, the extensive integration of complex variables related to inferred risk and fitness. By swamping working memory with goal-demoted actions and focusing recalibration on the inferred threat, ritualized behaviors may serve to increase the efficacy of precaution-related recalibration. This benefit may be an important mechanism maintaining non-pathological ritualized behavior. (Published Online February 8 2007).
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  23. Jonathan D. Moreno (1996). Is Ethics Consultation an Elegant Distraction? HEC Forum 8 (1):12-21.score: 6.0
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  24. P. R. Meudell (1972). Short-Term Visual Memory: Comparative Effects of Two Types of Distraction on the Recall of Visually Presented Verbal and Nonverbal Material. Journal of Experimental Psychology 94 (3):244.score: 6.0
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  25. G. Ryle (1954). Report on Analysis "Problem" No. 4 "If a Distraction Makes Me Forget My Headache, Does It Make My Head Stop Aching, or Does It Only Stop Me Feeling It Aching?". Analysis 14 (3):51-52.score: 6.0
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  26. Tom A. Schweizer, Karen Kan, Yuwen Hung, Fred Tam, Gary Naglie & Simon J. Graham (2013). Brain Activity During Driving with Distraction: An Immersive fMRI Study. Frontiers in Human Neuroscience 7.score: 6.0
    Introduction: Non-invasive measurements of brain activity have an important role to play in understanding driving ability. The current study aimed to identify the neural underpinnings of human driving behavior by visualizing the areas of the brain involved in driving under different levels of demand, such as driving while distracted or making left turns at busy intersections. Methods: To capture brain activity during driving, we placed a driving simulator with a fully functional steering wheel and pedals in a 3.0 Tesla functional (...)
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  27. Robert Smith (1998). Distraction. Angelaki 3 (2):133 – 146.score: 6.0
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  28. Roger Beard & Maureen McKay (1998). An Unfortunate Distraction: The Real Books Debate, 10 Years On. Educational Studies 24 (1):69-81.score: 6.0
    Summary This paper re?examines some aspects of the ?real books?reading scheme books? debate which erupted into the British literacy education field a decade ago. It argues that the debate was not only over?polarised but that it did not take appropriate account of a scholarly review of related research by Professor Jeanne Chall which had been published a few years earlier. Subsequent research has further supported Chall's arguments. The paper indicates how the use of reading scheme and real books can be (...)
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  29. Michael Bray (2008). Laughter Between Distraction and Awakening : Marxist Themes in The Office (US). In Jeremy Wisnewski (ed.), The Office and Philosophy: Scenes From the Unexamined Life. Blackwell Pub..score: 6.0
     
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  30. Joyce Burgmann (1939). The Effect of Distraction, Both Manual and Mental, on the Ergograph Curve. Australasian Journal of Philosophy 17 (3):273 – 276.score: 6.0
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  31. Tom Campbell (2005). The Cognitive Neuroscience of Auditory Distraction. Trends in Cognitive Sciences 9 (1):3-5.score: 6.0
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  32. Escera Carles (2008). Novelty-P3: An Index of Involuntary Orienting, but Not Distraction. Frontiers in Human Neuroscience 2.score: 6.0
  33. Escera Carles (2008). The Fate of Unexpected Novel Sounds:Distraction or Facilitation Depending on the Attentional Set. Frontiers in Human Neuroscience 2.score: 6.0
  34. Van-Thriel Christoph (2009). Examining Chemosensory Distraction on Brain Level. Frontiers in Human Neuroscience 3.score: 6.0
  35. Florin Dolcos, Alexandru D. Iordan, James Kragel, Jared Stokes, Ryan Campbell, Gregory McCarthy & Roberto Cabeza (2013). Neural Correlates of Opposing Effects of Emotional Distraction on Working Memory and Episodic Memory: An Event-Related fMRI Investigation. Frontiers in Psychology 4.score: 6.0
    A fundamental question in the emotional memory literature is why emotion enhances memory in some conditions but disrupts memory in other conditions. For example, separate studies have shown that emotional stimuli tend to be better remembered in long-term episodic memory (EM), whereas emotional distracters tend to impair working memory (WM) maintenance. The first goal of this study was to directly compare the neural correlates of EM enhancement (EME) and WM impairing (WMI) effects, and the second goal was to explore individual (...)
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  36. John Duncan, Phyllis Williams, Ian Nimmo-Smith & Ivan Brown (1993). The Control of Skilled Behavior: Learning, Intelligence, and Distraction. In David E. Meyer & Sylvan Kornblum (eds.), Attention and Performance Xiv. The Mit Press.score: 6.0
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  37. Duzel Emrah (2011). Alleviating Memory Impairment Through Distraction. Frontiers in Human Neuroscience 5.score: 6.0
  38. Charles L. Folk & Bradley S. Gibson (eds.) (2001). Attraction, Distraction and Action: Multiple Perspectives on Attentional Capture. Advances in Psychology. Elsevier.score: 6.0
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  39. J. Hartnack (1954). Report on Analysis "Problem" No. 4 "If a Distraction Makes Me Forget My Headache, Does It Make My Head Stop Aching, or Does It Only Stop Me Feeling It Aching?". Analysis 14 (3):52-53.score: 6.0
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  40. S. Heim & A. Keil (2011). Developmental Trajectories of Regulating Attentional Selection Over Time. Frontiers in Psychology 3:277-277.score: 6.0
    Adaptive behavior in learning environments requires both the maintenance of an attentional focus on a task-set and suppression of distracting stimuli. This may be especially difficult when the competing information is more appealing than the target event. The aptitude to “pay attention” and resist distraction has often been noted as an important prerequisite of successful acquisition of intellectual abilities in children. This focused review draws on research that highlights interindividual differences in the temporal dynamics of attentional engagement and disengagement under (...)
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  41. Mireia Hernández, Albert Costa & Glyn W. Humphreys (2012). Escaping Capture: Bilingualism Modulates Distraction From Working Memory. Cognition 122 (1):37-50.score: 6.0
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  42. Marco Hollenstein, Thomas Koenig, Matthias Kubat, Daniela Blaser & Walter J. Perrig (2012). Non-Conscious Word Processing in a Mirror-Masking Paradigm Causing Attentional Distraction: An ERP-Study. Consciousness and Cognition 21 (1):353-365.score: 6.0
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  43. Margaret Cecilia Jackson, David E. Linden & Jane E. Raymond (2012). “Distracters” Do Not Always Distract: Visual Working Memory for Angry Faces is Enhanced by Incidental Emotional Words. Frontiers in Psychology 3.score: 6.0
    We are often required to filter out distraction in order to focus on a primary task during which working memory (WM) is engaged. Previous research has shown that negative versus neutral distracters presented during a visual WM maintenance period significantly impair memory for neutral information. However, the contents of WM are often also emotional in nature. The question we address here is how incidental information might impact upon visual WM when both this and the memory items contain emotional information. We (...)
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  44. and Paul J. Laurienti Jennifer L. Mozolic, Satoru Hayasaka (2010). A Cognitive Training Intervention Increases Resting Cerebral Blood Flow in Healthy Older Adults. Frontiers in Human Neuroscience 4.score: 6.0
    Healthy aging is typically accompanied by some decline in cognitive performance, as well as by alterations in brain structure and function. Here we report the results of a randomized, controlled trial designed to determine the effects of a novel cognitive training program on resting cerebral blood flow and gray matter volume in healthy older adults. Sixty-six healthy older adults participated in eight weeks of either a training program targeting attention and distractibility or an educational control program. This training program produced (...)
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  45. Van Boxtel Jeroen & Lu Hongjing (2013). Distraction by Action: Higher Autism Spectrum Quotients, Less Distraction. Frontiers in Human Neuroscience 7.score: 6.0
  46. Ljungberg Jessica (2011). Distraction by Vibro-Tactile and Auditory Novel Stimuli. Frontiers in Human Neuroscience 5.score: 6.0
  47. L. Orrock John (2006). Useful Distraction: Ritualized Behavior as an Opportunity for Recalibration. Behavioral and Brain Sciences 29 (6).score: 6.0
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  48. Stephen P. Kirst & Jackson Beatty (1978). Processing Strategy and Distraction Affect Reaction Time and the CNV. Bulletin of the Psychonomic Society 12 (1):71-73.score: 6.0
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  49. Daniel C. Krawczyk, Gerri Hanten, Elisabeth A. Wilde, Xiaoqi Li, Kathleen P. Schnelle, Tricia L. Merkley, Ana C. Vasquez, Lori G. Cook, Michelle McClelland, Sandra B. Chapman & Harvey S. Levin (2010). Deficits in Analogical Reasoning in Adolescents with Traumatic Brain Injury. Frontiers in Human Neuroscience 4.score: 6.0
    Individuals with traumatic brain injury (TBI) exhibit deficits in executive control, which may impact their reasoning abilities. Analogical reasoning requires working memory and inhibitory abilities. In this study, we tested adolescents with moderate to severe TBI and typically-developing (TD) controls on a set of picture analogy problems. Three factors were varied: complexity (number of relations in the problems), distraction (distractor item present or absent), and animacy (living or non-living items in the problems). We found that TD adolescents performed significantly better (...)
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  50. Kenneth D. Locke & Dacher Keltner (1993). Using Art for Comparison and Distraction: Effects on Negative Emotions and Judgements of Satisfaction. Cognition and Emotion 7 (5):443-460.score: 6.0
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