Categorically Defined Targets Trigger Spatiotemporal Visual Attention

Autor/inn/en	Wyble, Brad; Bowman, Howard; Potter, Mary C.
Titel	Categorically Defined Targets Trigger Spatiotemporal Visual Attention
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 35 (2009) 2, S.324-337 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0013903
Schlagwörter	Stimuli; Attention; Cognitive Processes; Cues; Experimental Psychology; Visual Stimuli; Eye Movements; Task Analysis; Adults; College Students; College Faculty; Time Factors (Learning); Spatial Ability; Massachusetts + Suchen Sie Ihr Suchwort? Anreizsystem; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Stichwort; Experimentelle Psychologie; Augenbewegung; Aufgabenanalyse; Collegestudent; Fakultät; Räumliches Vorstellungsvermögen; Master-Studiengang
Abstract	Transient attention to a visually salient cue enhances processing of a subsequent target in the same spatial location between 50 to 150 ms after cue onset (K. Nakayama & M. Mackeben, 1989). Do stimuli from a categorically defined target set, such as letters or digits, also generate transient attention? Participants reported digit targets among keyboard symbols in a changing array of 8 items. When 1 target preceded a second target in the same location at a stimulus onset asynchrony of 107 ms (but not 213 ms), the second target was reported more often than in a condition in which there was no leading target. When the 2 targets were at different locations, report of the second target was impaired. With both letters and digits as targets, the enhancement effect was shown not to be due to category priming. Critically, the attentional benefit was present whether or not participants reported the leading target. Transient attention, contingent attentional capture, popout, and Lag 1 sparing in the attentional blink may involve a common mechanism for orienting processing resources towards salient and task relevant stimuli. (Contains 2 footnotes, 5 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10