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Attentional Guidance (attentional + guidance)

Distribution by Scientific Domains

Psychology	100%

Selected Abstracts

Contextual cueing effects despite spatially cued target locations

PSYCHOPHYSIOLOGY, Issue 4 2010
Andrea Schankin
Abstract Reaction times (RT) to targets are faster in repeated displays relative to novel ones when the spatial arrangement of the distracting items predicts the target location (contextual cueing). It is assumed that visual,spatial attention is guided more efficiently to the target resulting in reduced RTs. In the present experiment, contextual cueing even occurred when the target location was previously peripherally cued. Electrophysiologically, repeated displays elicited an enhanced N2pc component in both conditions and resulted in an earlier onset of the stimulus-locked lateralized readiness potential (s-LRP) in the cued condition and in an enhanced P3 in the uncued condition relative to novel displays. These results indicate that attentional guidance is less important than previously assumed but that other cognitive processes, such as attentional selection (N2pc) and response-related processes (s-LRP, P3) are facilitated by context familiarity. [source]

Reading information graphics: The role of spatial contiguity and dual attentional guidance

APPLIED COGNITIVE PSYCHOLOGY, Issue 9 2009
Jana Holsanova
In a naturalistic newspaper reading study, two pairs of information graphics have been designed to study the effects of (a) the spatial contiguity principle and (b) the dual scripting principle by means of eye tracking measurements. Our data clearly show that different spatial layouts have a significant effect on readers' eye movement behaviour. An integrated format with spatial contiguity between text and illustrations facilitates integration. Reading of information graphics is moreover significantly enhanced by a serial format, resulting from dual attentional guidance. The dual scripting principle is associated with a bottom-up guidance through the spatial layout of the presentation, suggesting a specific reading path, and with a top-down guidance through the conceptual pre-processing of the contents, facilitating information processing and semantic integration of the material. The integrated and serial formats not only attract readers' initial attention but also sustain the readers' interest, thereby promoting a longer and deeper processing of the complex material. The results are an important contribution to the study of the cognitive processes involved in text-picture integration and offer relevant insights about attentional guidance in printed media, computer-based instructional materials and textbook design. Copyright © 2008 John Wiley & Sons, Ltd. [source]