1. corritore, 7341 ITM 734 Human Factors in Information Systems Ch. 4 & 5: Attention & Short Term Memory Fall 2005 Cindy Corritore, Ph.D. Creighton University

2. C.L. Corritore2 attention examples  driving a car -must attend to some stimuli, ignore others  listening to this lecture - attend to slides and words, ignore other students, physical plant noises

3. C.L. Corritore3 Broadbent filter theory of attention just comes in – filter out 1 msg, this attended one is processed, rest is lost  limited capacity to process simplistic contribution  first one to suggest there are a series of processes : theory of information processing system sensory register > selective filter > STM

4. C.L. Corritore4 focused auditory attention reality: do some processing of unattended messages we differentiate between auditory messages using physical characteristics (ie. gender of voice)

5. C.L. Corritore5 focused visual attention flexible can focus it endogenous vs exogenous  process without conscious notice – automatic shift of attention – more peripheral (exogenous)  process when person’s intentions control (central cues) (endogenous) unattended processed but less than attended

6. C.L. Corritore6 visual attention theories spotlight vs. zoom lens  both correct in part, likely zoom is more appropriate (zoom focus in on what’s imp) how attention works  overall gestalt (salient features), focus down on objects and components  affected by experience (bananas yellow)

7. C.L. Corritore7 visual search theories feature integration  get overall gestalt in parallel (objects all processed together)  serial process of object feature analysis  involves focus and experience guided search  overall gestalt guided by intentions (what looking for)  attention then directed towards objects that have high importance (activation level)

8. C.L. Corritore8 divided attention doing two things at once affected by  task similarity – similar how?  practice (experience) - automaticity  task difficulty – require more resources than are available? what happens: interference

9. C.L. Corritore9 divided attention theories central executive (Kahneman) - limited capacity/resource  can do two things at once if don’t exceed resource assumptions  high arousal increases capacity to a point  allocation policy decides on available capacity  enduring disposition (eg. novel, fleeting)  intentions  if can finish one task completely if use all resource  level of arousal - narrows attentional focus so increase effort increases capacity to a point perhaps no central executive? – instead many subsystems doesn’t explain why …

10. C.L. Corritore10 divided attention theories bottleneck – processing bottleneck  do two tasks serially with a short refractory period between them  some support for this although not globally true multiple resources – possess pools of resources for multiple stages of processing attention  different tasks can be using different resources (at different stages)  potential to multi-task - depends on task similarity, automaticity, difficulty (drain on resources)

11. C.L. Corritore11 automaticity dramatic improvement with practice characteristics  prolonged exposure  occurs without intention, conscious awareness/monitoring – always invoked  fast  does not interfere with other cognitive activities  can have processes acting in parallel not at conscious level  hard to remove or change  no processing - just how to react to a stimulus

12. C.L. Corritore12 automatic processing theories controlled processes – require attention, serial processing  slower  see with varied mapping (ie. not consistent) automatic processes – fast  parallel  see with consistent mapping

13. C.L. Corritore13 automatic processing theories instance – automaticity is memory retrieval - each time do something, richness of associated memory increases  better recall, faster recall until automatic  like a past solution is stored that can be activated schema’s – organised plans of action  have contention scheduler (selects best automatic response based on context)  have supervisor (makes decisions and troubleshoots, develops new schemas)

14. C.L. Corritore14 automaticity examples Stroop effect (automaticity, divided attention, interference)  http://faculty.washington.edu/chudler/jav a/ready.html http://faculty.washington.edu/chudler/jav a/ready.html OK window for file delete - confirms Delete not the file

15. C.L. Corritore15 action slips activate wrong schema Norman discusses 6 types of slips - a result of different kinds of automaticity errors  we will talk about these (he has 6 of these) in Ch. 5

16. C.L. Corritore16 memory types sensory memory short-term memory long-term memory

17. C.L. Corritore17 sensory memory/store (multi-store theory) buffers for incoming data via senses different one for each sense types  iconic store – visual store; fades rapidly – can operate on this store  echonic store – auditory store - short-lived and space-constrained persistence (fireworks in vision after the fact) some processing even if not attended

18. C.L. Corritore18 short term memory (multi-store theory) selective attention (or else overwhelmed) cocktail party phenomenae? input from sensory to here via attention

19. C.L. Corritore19 STM characteristics quick access and quick decay (volatile) limited in size  chunking (experts vs. novices) - phone number  402-111-5555  closure - finish something (less errors) - clear out STM forgetting  time decay?  interference with new items? (eg. similarity)  attention moves off item?

20. C.L. Corritore20 STM characteristics recency - last few items in list recalled better than middle - holding most recent items in STM  negate with interference?  visual and auditory channel - no interference if different channel primacy - first few items in list recalled better than middle (more rehearsal)

21. C.L. Corritore21 STM multistore theory STM gateway to sensory and LTM  no – eg. conversation direct to LTM oversimplified  STM is not unitary – nor is LTM role of rehearsal exaggerated  lots in LTM that is not rehearsed (eg. snapshot of a birthday celebration)

22. C.L. Corritore22 STM working memory theory all components have limited capacity, temporary storage central executive (attentional)  controls time-sharing of resources  retrieves relevant plans  directs selective attention  temporary activates LTM as needed  likely not unitary

23. C.L. Corritore23 STM working memory theory loops (scratchpads)  phonological & articulatory – storage of spoken enters here, passive store for perception, articulatory process for production  indirect access thru subvocalization (articulatory)  for learning new words  visiospatial – storage of spatial and visual info (form, color, movement, spatial data)  visual cache (form and color)  scribe (spatial and movement; rehearses info from cache)

24. C.L. Corritore24 levels of processing and retrieval retrieval from LTM dependant on processing that occurs at time of learning  important:  level or depth of processing – shallow vs. depth perceptual analysis  distinctiveness of the processing  amount (elaboration) of processing  deeper levels of processing produce more elaborate, stronger memory traces  differentiate elaborate vs. maintenance rehearsal – elaborate far greater recall success

25. C.L. Corritore25 a bit about learning implicit learning - done without thought  language  ride a horse can’t articulate what you are doing  expertise characteristics  robust (ie fault-tolerant)  age & IQ independent  low variability between people  common to a species  different than explicit - may start with explicit, then implicit strengthens, explicit recedes and get automaticity