Search results for 'Divided Attention' (try it on Scholar)

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  1. Josephine Cock, Claire Fordham, Janet Cockburn & Patrick Haggard (2003). Who Knows Best? Awareness of Divided Attention Difficulty in a Neurological Rehabilitation Setting. Brain Injury 17 (7):561-574.score: 210.0
  2. Anat Ninio & Daniel Kahneman (1974). Reaction Time in Focused and in Divided Attention. Journal of Experimental Psychology 103 (3):394.score: 210.0
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  3. William A. Johnston, Seth N. Greenberg, Ronald P. Fisher & David W. Martin (1970). Divided Attention: A Vehicle for Monitoring Memory Processes. Journal of Experimental Psychology 83 (1p1):164.score: 210.0
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  4. Harvey G. Shulman, Seth N. Greenberg & JonPaul Martin (1971). Intertask Delay as a Parameter of Perceptual Deficit in Divided Attention. Journal of Experimental Psychology 88 (3):439-440.score: 162.0
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  5. Elizabeth Spelke (1976). Skills of Divided Attention. Cognition 4 (3):215-230.score: 150.0
  6. Robert Dunn (1995). Motivated Irrationality and Divided Attention. Australasian Journal of Philosophy 73 (3):325 – 336.score: 150.0
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  7. Yuh-Shiow Lee & Huang-Mou Lee (2011). Divided Attention Facilitates Intentional Forgetting: Evidence From Item-Method Directed Forgetting. Consciousness and Cognition 20 (3):618-626.score: 150.0
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  8. Mathilde Sacher, Laurence Taconnat, Céline Souchay & Michel Isingrini (2009). Divided Attention at Encoding: Effect on Feeling-of-Knowing. Consciousness and Cognition 18 (3):754-761.score: 150.0
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  9. Eyal M. Reingold & Jiye Shen (2001). Investigating the Visual Span in Comparative Search: The Effects of Task Difficulty and Divided Attention. Cognition 81 (2):57-67.score: 150.0
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  10. Johnson A. (2008). Using Frequency Tagging to Investigate the Neurocorrelates of Divided Attention. Frontiers in Human Neuroscience 2.score: 150.0
  11. Nelson Cowan (2012). Focused and Divided Attention to the Eyes and Ears : A Research Journey. In Jeremy M. Wolfe & Lynn C. Robertson (eds.), From Perception to Consciousness: Searching with Anne Treisman. Oxford University Press. 32.score: 150.0
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  12. Jerwen Jou & Richard Jackson Harris (1992). The Effect of Divided Attention on Speech Production. Bulletin of the Psychonomic Society 30 (4):301-304.score: 150.0
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  13. Tamaryan Knarik & Rajan Ramesh (2013). Divided Attention Across Complex Audio-Visual Tasks Under Conditions of Signal Interference. Frontiers in Human Neuroscience 7.score: 150.0
  14. Bherer L. (2010). A Functional Near-Infrared Spectroscopy Study (fNIRS) of the Relationship Between Glucose Regulation and Divided Attention in Older Adults. Frontiers in Human Neuroscience 4.score: 150.0
  15. Ronald Okada & David Burrows (1974). Divided Attention and High-Speed Memory Search. Journal of Experimental Psychology 103 (2):191.score: 150.0
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  16. Matthew A. Palmer, Neil Brewer, Nathan Weber & Ambika Nagesh (2013). The Confidence-Accuracy Relationship for Eyewitness Identification Decisions: Effects of Exposure Duration, Retention Interval, and Divided Attention. Journal of Experimental Psychology: Applied 19 (1):55.score: 150.0
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  17. Maha Adamo, Carson Pun, Jay Pratt & Susanne Ferber (2008). Your Divided Attention, Please! The Maintenance of Multiple Attentional Control Sets Over Distinct Regions in Space. Cognition 107 (1):295-303.score: 150.0
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  18. Lars BÄckman & Lars-GÖran Nilsson (1991). Effects of Divided Attention on Free and Cued Recall of Verbal Events and Action Events. Bulletin of the Psychonomic Society 29 (1):51-54.score: 150.0
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  19. Laurence Casini, Boris Burle & Noël Nguyen (2009). Speech Perception Engages a General Timer: Evidence From a Divided Attention Word Identification Task. Cognition 112 (2):318-322.score: 150.0
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  20. Fergus I. M. Craik (2006). Remembering Items and Their Contexts: Effects of Aging and Divided Attention. In Hubert Zimmer, Axel Mecklinger & Ulman Lindenberger (eds.), Handbook of Binding and Memory: Perspectives From Cognitive Neuroscience. Oup Oxford.score: 150.0
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  21. Fergus I. M. Craik, Richard Govoni, Moshe Naveh-Benjamin & Nicole D. Anderson (1996). The Effects of Divided Attention on Encoding and Retrieval Processes in Human Memory. Journal of Experimental Psychology: General 125 (2):159.score: 150.0
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  22. Ami Eidels, James T. Townsend & Daniel Algom (2010). Comparing Perception of Stroop Stimuli in Focused Versus Divided Attention Paradigms: Evidence for Dramatic Processing Differences. Cognition 114 (2):129-150.score: 150.0
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  23. Er Hafter & Am Bonnel (1992). Divided Attention to Visual and Auditory-Stimuli. Bulletin of the Psychonomic Society 30 (6):485-485.score: 150.0
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  24. William Hirst (1984). Practice and Divided Attention. Behavioral and Brain Sciences 7 (1):72.score: 150.0
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  25. Katherine R. Mickley Steinmetz, Jill D. Waring & Elizabeth A. Kensinger (2014). The Effect of Divided Attention on Emotion-Induced Memory Narrowing. Cognition and Emotion 28 (5):881-892.score: 150.0
  26. M. Naveh-Benjamin (2006). Binding of Memories: Adult-Age Differences and the Effects of Divided Attention in Young Adults on Episodic Memory. In Hubert Zimmer, Axel Mecklinger & Ulman Lindenberger (eds.), Handbook of Binding and Memory: Perspectives From Cognitive Neuroscience. Oup Oxford. 627--656.score: 150.0
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  27. Romina Palermo & Gillian Rhodes (2002). The Influence of Divided Attention on Holistic Face Perception. Cognition 82 (3):225-257.score: 150.0
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  28. Sturm W. (2008). Age-Related Differences in Neural Activity Resulting From Divided Attention Tasks: An fMRI Study. Frontiers in Human Neuroscience 2.score: 150.0
  29. W. Hirst (1986). Aspects of Divided and Selective Attention. In David A. Oakley (ed.), Mind and Brain. Methuen. 105--141.score: 120.0
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  30. Vasudevi Reddy (2003). On Being the Object of Attention: Implications for Self-Other Consciousness. Trends in Cognitive Sciences 7 (9):397-402.score: 90.0
  31. Geoffrey F. Woodman & Steven J. Luck (2003). Dissociations Among Attention, Perception, and Awareness During Object-Substitution Masking. Psychological Science 14 (6):605-611.score: 90.0
  32. Naomi M. Eilan (2005). Joint Attention, Communication, and Mind. In N. Elian, Christoph Hoerl, Teresa McCormack & Johannes Roessler (eds.), Joint Attention: Communication and Other Minds. Oxford University Press. 1.score: 72.0
    This chapter argues that a central division among accounts of joint attention, both in philosophy and developmental psychology, turns on how they address two questions: What, if any, is the connection between the capacity to engage in joint attention triangles and the capacity to grasp the idea of objective truth? How do we explain the kind of openness or sharing of minds that occurs in joint attention? The chapter explores the connections between answers to both questions, and (...)
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  33. Christopher Mole (2010). Attention is Cognitive Unison: An Essay in Philosophical Psychology. Oxford University Press.score: 72.0
    Highlights of a difficult history -- The preliminary identification of our topic -- Approaches -- Bradley's protest -- James's disjunctive theory -- The source of Bradley's dissatisfaction -- Behaviourism and after -- Heirs of Bradley in the twentieth century -- The underlying metaphysical issue -- Explanatory tactics -- The basic distinction -- Metaphysical categories and taxonomies -- Adverbialism, multiple realizability, and natural kinds -- Adverbialism and levels of explanation -- Taxonomies and supervenience relations -- Rejecting the process : first view (...)
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  34. Vitória Piai Ardi Roelofs (2011). Attention Demands of Spoken Word Planning: A Review. Frontiers in Psychology 2.score: 72.0
    Attention and language are among the most intensively researched abilities in the cognitive neurosciences, but the relation between these abilities has largely been neglected. There is increasing evidence, however, that linguistic processes, such as those underlying the planning of words, cannot proceed without paying some form of attention. Here, we review evidence that word planning requires some but not full attention. The evidence comes from chronometric studies of word planning in picture naming and word reading under (...) attention conditions. It is generally assumed that the central attention demands of a process are indexed by the extent that the process delays the performance of a concurrent unrelated task. The studies measured the speed and accuracy of linguistic and nonlinguistic responding as well as eye gaze durations reflecting the allocation of attention. First, empirical evidence indicates that in several task situations, processes up to and including phonological encoding in word planning delay, or are delayed by, the performance of concurrent unrelated nonlinguistic tasks. These findings suggest that word planning requires central attention. Second, empirical evidence indicates that conflicts in word planning may be resolved while concurrently performing an unrelated nonlinguistic task, making a task decision, or making a go/no-go decision. These findings suggest that word planning does not require full central attention. We outline a computationally implemented theory of attention and word planning, and describe at various points the outcomes of computer simulations that demonstrate the utility of the theory in accounting for the key findings. Finally, we indicate how attention deficits may contribute to impaired language performance, such as in individuals with specific language impairment. (shrink)
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  35. E. A. Franz (2012). The Allocation of Attention to Learning of Goal-Directed Actions: A Cognitive Neuroscience Framework Focusing on the Basal Ganglia. Frontiers in Psychology 3.score: 66.0
    The present paper builds on the idea that attention is largely in service of our actions. A framework and model which captures the allocation of attention for learning of goal-directed actions is proposed and developed. This framework highlights an evolutionary model based on the notion that rudimentary brain functions have become embedded into increasingly higher levels of networks which all contribute to adaptive learning. Background literature is presented alongside key evidence based on experimental studies in the so-called ‘split-brain’ (...)
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  36. Phillip J. Holcomb Kirk R. Daffner, Elise C. Tarbi, Anna E. Haring, Tatyana Y. Zhuravleva, Xue Sun, Dorene M. Rentz (2012). The Influence of Executive Capacity on Selective Attention and Subsequent Processing. Frontiers in Human Neuroscience 6.score: 66.0
    Recent investigations that suggest selective attention is dependent on top-down control mechanisms lead to the expectation that individuals with high executive capacity would exhibit more robust neural indices of selective attention. This prediction was tested by using event-related potentials (ERPs) to examine differences in markers of information processing across 25 subjects divided into 2 groups based on high vs. average executive capacity, as defined by neuropsychological test scores. Subjects performed an experimental task requiring selective attention to (...)
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  37. L. Fasotti M. E. Van Kessel, A. C. H. Geurts, W. H. Brouwer (2013). Visual Scanning Training for Neglect After Stroke with and Without a Computerized Lane Tracking Dual Task. Frontiers in Human Neuroscience 7.score: 66.0
    Neglect patients typically fail to explore the contralesional half-space. During visual scanning training, these patients learn to consciously pay attention to contralesional target stimuli. It has been suggested that combining scanning training with methods addressing non-spatial attention might enhance training results. In the present study, a dual task training component was added to a visual scanning training (i.e. Training di Scanning Visuospaziale – TSVS; Pizzamiglio et al., 1990). Twenty-nine subacute right hemisphere stroke patients were semi-randomly assigned to an (...)
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  38. Maxime Lussier, Christine Gagnon & Louis Bherer (2012). An Investigation of Response and Stimulus Modality Transfer Effects After Dual-Task Training in Younger and Older. Frontiers in Human Neuroscience 6.score: 62.0
    It has been shown that dual-task training leads to significant improvement in dual-task performances in younger and older adults. However, the extent to which training benefits to untrained tasks requires further investigation. The present study assessed (a) whether dual-task training leads to cross-modality transfer in untrained tasks using new stimuli and/or motor responses modalities, (b) whether transfer effects are related to improvement in working memory and/or enhanced response coordination, (c) whether there are age-related differences in transfer effects. Twenty-three younger and (...)
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  39. Louis Bherer Maxime Lussier, Christine Gagnon (2012). An Investigation of Response and Stimulus Modality Transfer Effects After Dual-Task Training in Younger and Older. Frontiers in Human Neuroscience 6.score: 62.0
    It has been shown that dual-task training leads to significant improvement in dual-task performances in younger and older adults. However, the extent to which training benefits to untrained tasks requires further investigation. The present study assessed (a) whether dual-task training leads to cross-modality transfer in untrained tasks using new stimuli and/or motor responses modalities, (b) whether transfer effects are related to improvement in working memory and/or enhanced response coordination, (c) whether there are age-related differences in transfer effects. Twenty-three younger and (...)
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  40. David Shinar & Mari R. Jones (1973). Effects of Set-Inducing Instructions on Recall From Dichotic Inputs. Journal of Experimental Psychology 98 (2):239.score: 60.0
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  41. Flavia Padovani (2011). Relativizing the Relativized a Priori: Reichenbach's Axioms of Coordination Divided. Synthese 181 (1):41 - 62.score: 36.0
    In recent years, Reichenbach's 1920 conception of the principles of coordination has attracted increased attention after Michael Friedman's attempt to revive Reichenbach's idea of a "relativized a priori". This paper follows the origin and development of this idea in the framework of Reichenbach's distinction between the axioms of coordination and the axioms of connection. It suggests a further differentiation among the coordinating axioms and accordingly proposes a different account of Reichenbach's "relativized a priori".
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  42. Steven M. Rosen (1999). Evolution of Attentional Processes in the Human Organism. Group Analysis 32 (2):243-253.score: 34.0
    This article explores the evolution of human attention, focusing particularly on the phylogenetic and ontogenetic implications of the work of the American social psychiatrist Trigant Burrow. Attentional development is linked to the emergence of visual perspective, and this, in turn, is related to Burrow's notion of `ditention' (divided or partitive attention). Burrow's distinction between `ditention' and `cotention' (total organismic awareness) is examined, and, expanding on this, a threefold pattern of perceptual change is identified: prototention-->ditention-->cotention. Next, ditentive visual (...)
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  43. Barry Smith (1999). A Theory of Divides. In .score: 34.0
    Some would conceive philosophy as being divided into Analytic and Continental. This, as John Searle points out, is rather like conceiving America as being divided into Business and Kansas. Searle’s wise saying has not, as yet, received the theoretical attention it deserves. In both cases we have a certain domain, which is conceived as being divided into two parts, one defined in spatial terms, the other defined in terms of objects, practices or features widely spread through (...)
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  44. Mandy Simons (2005). Dividing Things Up: The Semantics of or and the Modal/or Interaction. [REVIEW] Natural Language Semantics 13 (3):271-316.score: 34.0
    In this paper, the meanings of sentences containing the word or and a modal verb are used to arrive at a novel account of the meaning of or coordinations. It is proposed that or coordinations denote sets whose members are the denotations of the disjuncts; and that the truth conditions of sentences containing or coordinations require the existence of some set made available by the semantic environment which can be ‘divided up’ in accordance with the disjuncts. The relevant notion (...)
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  45. Yuko Hattori, Masaki Tomonaga & Kazuo Fujita (2012). Chimpanzees (iPan Troglodytes/I) Show More Understanding of Human Attentional States When They Request Food in the Experimenters Hand Than on the Table. Interaction Studies 12 (3):418-429.score: 34.0
    Although chimpanzees have been reported to understand to some extent others' visual perception, previous studies using food requesting tasks are divided on whether or not chimpanzees understand the role of eye gaze. One plausible reason for this discrepancy may be the familiarity of the testing situation. Previous food requesting tasks with negative results used an unfamiliar situation that may be difficult for some chimpanzees to recognize as a requesting situation, whereas those with positive results used a familiar situation. The (...)
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  46. David Caplan & Gloria Waters (1999). Issues Regarding General and Domain-Specific Resources. Behavioral and Brain Sciences 22 (1):114-122.score: 30.0
    Commentaries on our target article raise further questions about the validity of an undifferentiated central executive that supplies resources to all verbal tasks. Working memory tasks are more likely to measure divided attention capacities and the efficiency of performing tasks within specific domains than a shared resource pool. In our response to the commentaries, we review and further expand upon empirical findings that relate performance on working memory tasks to sentence processing, concluding that our view that the two (...)
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  47. Julia Festman & Thomas F. Münte (2012). Cognitive Control in Russian–German Bilinguals. Frontiers in Psychology 3.score: 30.0
    Multilingual speakers are faced with the problem to keep their languages apart, but do so with interindividually varying success. Cognitive control abilities might be an important factor to explain such interindividual differences. Here we compare two late, balanced and highly proficient bilingual groups (mean age 24 years, L1 Russian, L2 German) which were established according to their language control abilities on a bilingual picture-naming task. One group had difficulties to remain in the instructed target language and switched unintentionally to the (...)
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  48. Sofia Seinfeld, Heidi Figueroa, Jordi Ortiz-Gil & Maria V. Sanchez-Vives (2013). Effects of Music Learning and Piano Practice on Cognitive Function, Mood and Quality of Life in Older Adults. Frontiers in Psychology 4.score: 30.0
    Reading music and playing a musical instrument is a complex activity that comprises motor and multisensory (auditory, visual, and somatosensory) integration in a unique way. Music has also a well-known impact on the emotional state, while it can be a motivating activity. For those reasons, musical training has become a useful framework to study brain plasticity. Our aim was to study the specific effects of musical training versus the effects of other leisure activities in elderly people. With that purpose we (...)
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  49. Brandon Abbs Amber M. Sprenger, Michael R. Dougherty, Sharona M. Atkins, Ana M. Franco-Watkins, Rick P. Thomas, Nicholas Lange (2011). Implications of Cognitive Load for Hypothesis Generation and Probability Judgment. Frontiers in Psychology 2.score: 30.0
    We tested the predictions of HyGene (Thomas, Dougherty, Sprenger, & Harbison, 2008) that both divided attention at encoding and judgment should affect degree to which participants’ probability judgments violate the principle of additivity. In two experiments, we showed that divided attention during judgment leads to an increase in subadditivity, suggesting that the comparison process for probability judgments is capacity limited. Contrary to the predictions of HyGene, a third experiment revealed that divided attention during encoding (...)
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  50. Ilana Ram Marek Preiss, Evelyn Shatil, Radka Čermáková, Dominika Cimermanová (2013). Personalized Cognitive Training in Unipolar and Bipolar Disorder: A Study of Cognitive Functioning. Frontiers in Human Neuroscience 7.score: 30.0
    Patients with unipolar depressive disorder and in the depressive phase of bipolar disorder often manifest psychological distress and cognitive deficits, notably in Executive Control. We used computerized cognitive training in anattempt to reduce psychological affliction, improve everyday coping and cognitive function. We asked one group of patients (intervention group) to engage in cognitive training three times a week, for 20 minutes each time, for eight consecutive weeks. A second group of patients (control group) received standard care only. Before the onset (...)
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