By Harold Pashler (Editor)
This selection of essays, meant as a textual content for college kids, examines the various features of study into realization. The publication is split into sections: one offers with mental learn into such components as visible seek, dual-task interference and attentional bottleneck; the opposite bargains with ways to neural-network modelling and the results of mind harm on cognizance.
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The book series "Studies in cognition" seeks to provide state-of-the art summaries of this research, bringing together work on experimental psychology with that on computational modeling and cognitive neuroscience. Each book contains chapters written by leading figures in the field, which aim to provide comprehensive summaries of current research. The books should be both accessible and scholarly and be relevant to undergraduates, postgraduates, and research workers alike. GLYN HUMPHREYS Page iii Attention edited by Harold Pashler University of California, San Diego, USA Page iv Copyright © Harold Pashler and contributors, 1998.
The Moray result involving the subject's own name appears to have a visual analogue, too. Wolford and Morrison (1980) had subjects make a judgment involving two digits to the left and right of fixation; a word, sometimes their own name, was occasionally inserted briefly in the center of the visual field. Many subjects noticed and remembered their name; usually the competing task was disrupted on these trials. g. Duncan, 1980; Norman, 1968). This analysis was said to take place in parallel across channels and without capacity limits.
1983). Tests of the automaticity of reading: Dilution of Stroop effects by color-irrelevant stimuli. Journal of Experimental Psychology: Human Perception and Performance, 9, 497-509. , & Treisman, A. (1984). Changing views of attention and automaticity. In R. R. 29-62). New York: Academic Press. Külpe, O. (1902). Attention. The Monist, 13. Lichtheim, L. (1885). On aphasia. Brain, 7, 433-484. D. (1983). Attention and behaviourism. Fact and fiction British Journal of Psychology, 74, 301-310. , & Desimone, R.