Feature Integration Theory Revisited: Dissociating Feature Detection and Attentional Guidance in Visual Search

Autor/inn/en	Chan, Louis K. H.; Hayward, William G.
Titel	Feature Integration Theory Revisited: Dissociating Feature Detection and Attentional Guidance in Visual Search
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 35 (2009) 1, S.119-132 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/0096-1523.35.1.119
Schlagwörter	Models; Attention; Experiments; Foreign Countries; Undergraduate Students; Higher Education; Stimuli; Intervals; Meta Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Analogiemodell; Aufmerksamkeit; Erprobung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anreizsystem; Meta-analysis; Metaanalyse; Hongkong
Abstract	In feature integration theory (FIT; A. Treisman & S. Sato, 1990), feature detection is driven by independent dimensional modules, and other searches are driven by a master map of locations that integrates dimensional information into salience signals. Although recent theoretical models have largely abandoned this distinction, some observed results are difficult to explain in its absence. The present study measured dimension-specific performance during detection and localization, tasks that require operation of dimensional modules and the master map, respectively. Results showed a dissociation between tasks in terms of both dimension-switching costs and cross-dimension attentional capture, reflecting a dimension-specific nature for detection tasks and a dimension-general nature for localization tasks. In a feature-discrimination task, results precluded an explanation based on response mode. These results are interpreted to support FIT's postulation that different mechanisms are involved in parallel and focal attention searches. This indicates that the FIT architecture should be adopted to explain the current results and that a variety of visual attention findings can be addressed within this framework. (Contains 5 footnotes and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10