The Process of Auditory Distraction: Disrupted Attention and Impaired Recall in a Simulated Lecture Environment

Autor/inn/en	Zeamer, Charlotte; Fox Tree, Jean E.
Titel	The Process of Auditory Distraction: Disrupted Attention and Impaired Recall in a Simulated Lecture Environment
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 5, S.1463-1472 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0032190
Schlagwörter	Interference (Learning); Auditory Stimuli; Acoustics; Recall (Psychology); Verbal Communication; Experimental Psychology; Cognitive Processes; Hypothesis Testing; College Students; Lecture Method; Multiple Choice Tests; Qualitative Research; Memory; California + Suchen Sie Ihr Suchwort? Auditive Stimulation; Akustik; Abberufung; Experimentelle Psychologie; Cognitive process; Kognitiver Prozess; Hypothesenprüfung; Hypothesentest; Collegestudent; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Qualitative Forschung; Gedächtnis; Kalifornien
Abstract	Literature on auditory distraction has generally focused on the effects of particular kinds of sounds on attention to target stimuli. In support of extensive previous findings that have demonstrated the special role of language as an auditory distractor, we found that a concurrent speech stream impaired recall of a short lecture, especially for verbatim language. But impaired recall effects were also found with a variety of nonlinguistic noises, suggesting that neither type of noise nor amplitude and duration of noise are adequate predictors of distraction. Rather, distraction occurred when it was difficult for a listener to process sounds and assemble coherent, differentiable streams of input, one task-salient and attended and the other task-irrelevant and inhibited. In 3 experiments, the effects of auditory distractors during a short spoken lecture were tested. Participants recalled details of the lecture and also reported their opinions of the sound quality. Our findings suggest that distractors that are difficult to designate as either task related or environment related (and therefore irrelevant) draw cognitive processing resources away from a target speech stream during a listening task, impairing recall. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01