Guidance of Attention to Objects and Locations by Long-Term Memory of Natural Scenes

Autor/inn/en	Becker, Mark W.; Rasmussen, Ian P.
Titel	Guidance of Attention to Objects and Locations by Long-Term Memory of Natural Scenes
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (2008) 6, S.1325-1338 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Long Term Memory; Guidance; Attention; Visual Stimuli; Change; Task Analysis; Eye Movements; Experimental Psychology; Psychological Studies; Cognitive Processes + Suchen Sie Ihr Suchwort? Langzeitgedächtnis; Beratung; Aufmerksamkeit; Wandel; Aufgabenanalyse; Augenbewegung; Experimentelle Psychologie; Cognitive process; Kognitiver Prozess
Abstract	Four flicker change-detection experiments demonstrate that scene-specific long-term memory guides attention to both behaviorally relevant locations and objects within a familiar scene. Participants performed an initial block of change-detection trials, detecting the addition of an object to a natural scene. After a 30-min delay, participants performed an unanticipated 2nd block of trials. When the same scene occurred in the 2nd block, the change within the scene was (a) identical to the original change, (b) a new object appearing in the original change location, (c) the same object appearing in a new location, or (d) a new object appearing in a new location. Results suggest that attention is rapidly allocated to previously relevant locations and then to previously relevant objects. This pattern of locations dominating objects remained when object identity information was made more salient. Eye tracking verified that scene memory results in more direct scan paths to previously relevant locations and objects. This contextual guidance suggests that a high-capacity long-term memory for scenes is used to insure that limited attentional capacity is allocated efficiently rather than being squandered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10