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Out with the old? The role of selective attention in retaining targets in partial report

Overview of attention for article published in Attention, Perception, & Psychophysics, October 2016
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Title
Out with the old? The role of selective attention in retaining targets in partial report
Published in
Attention, Perception, & Psychophysics, October 2016
DOI 10.3758/s13414-016-1214-4
Pubmed ID
Authors

Dakota R. B. Lindsey, Claus Bundesen, Søren Kyllingsbæk, Anders Petersen, Gordon D. Logan

Abstract

In the partial-report task, subjects are asked to report only a portion of the items presented. Selective attention chooses which objects to represent in short-term memory (STM) on the basis of their relevance. Because STM is limited in capacity, one must sometimes choose which objects are removed from memory in light of new relevant information. We tested the hypothesis that the choices among newly presented information and old information in STM involve the same process-that both are acts of selective attention. We tested this hypothesis using a two-display partial-report procedure. In this procedure, subjects had to select and retain relevant letters (targets) from two sequentially presented displays. If selection in perception and retention in STM are the same process, then irrelevant letters (distractors) in the second display, which demanded attention because of their similarity to the targets, should have decreased target report from the first display. This effect was not obtained in any of four experiments. Thus, choosing objects to keep in STM is not the same process as choosing new objects to bring into STM.

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 18 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 18 100%

Demographic breakdown

Readers by professional status Count As %
Researcher 8 44%
Student > Ph. D. Student 3 17%
Student > Bachelor 2 11%
Student > Master 2 11%
Professor 1 6%
Other 0 0%
Unknown 2 11%
Readers by discipline Count As %
Psychology 6 33%
Neuroscience 5 28%
Social Sciences 1 6%
Biochemistry, Genetics and Molecular Biology 1 6%
Unknown 5 28%