The Influence of Stimulus Material on Attention and Performance in the Visual Expectation Paradigm: A Longitudinal Study with 3- And 6-Month-Old Infants

Autor/inn/en	Teubert, Manuel; Lohaus, Arnold; Fassbender, Ina; Vierhaus, Marc; Spangler, Sibylle; Borchert, Sonja; Freitag, Claudia; Goertz, Claudia; Graf, Frauke; Gudi, Helene; Kolling, Thorsten; Lamm, Bettina; Keller, Heidi; Knopf, Monika; Schwarzer, Gudrun
Titel	The Influence of Stimulus Material on Attention and Performance in the Visual Expectation Paradigm: A Longitudinal Study with 3- And 6-Month-Old Infants
Quelle	In: International Journal of Behavioral Development, 36 (2012) 5, S.374-380 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025412445017
Schlagwörter	Expectation; Visual Stimuli; Infants; Models; Reaction Time; Young Children; Attention; Longitudinal Studies; Foreign Countries; Eye Movements; Females; Regression (Statistics); Germany + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Infant; Toddler; Toddlers; Kleinkind; Analogiemodell; Reaktionsvermögen; Frühe Kindheit; Aufmerksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Augenbewegung; Weibliches Geschlecht; Regression; Regressionsanalyse; Deutschland
Abstract	This longitudinal study examined the influence of stimulus material on attention and expectation learning in the visual expectation paradigm. Female faces were used as attention-attracting stimuli, and non-meaningful visual stimuli of comparable complexity (Greebles) were used as low attention-attracting stimuli. Expectation learning performance was operationalized using the average reaction time and number of anticipations. For the measurement of attention, the percentage of trials with on-task attention behavior was calculated. To analyze attention and differences in performance, a total of 108 German infants (3-6 months of age) were assessed. Significant differences were found between the two types of stimuli concerning the infants' rate of attention and anticipations. The results indicate learning material to influence attentional processes and expectation learning. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10