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Telephone conversation impairs sustained visual attention via a central bottleneck

Overview of attention for article published in Psychonomic Bulletin & Review, December 2008
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Title
Telephone conversation impairs sustained visual attention via a central bottleneck
Published in
Psychonomic Bulletin & Review, December 2008
DOI 10.3758/pbr.15.6.1135
Pubmed ID
Authors

Melina A. Kunar, Randall Carter, Michael Cohen, Todd S. Horowitz

Abstract

Recent research has shown that holding telephone conversations disrupts one's driving ability. We asked whether this effect could be attributed to a visual attention impairment. In Experiment 1, participants conversed on a telephone or listened to a narrative while engaged in multiple object tracking (MOT), a task requiring sustained visual attention. We found that MOT was disrupted in the telephone conversation condition, relative to single-task MOT performance, but that listening to a narrative had no effect. In Experiment 2, we asked which component of conversation might be interfering with MOT performance. We replicated the conversation and single-task conditions of Experiment 1 and added two conditions in which participants heard a sequence of words over a telephone. In the shadowing condition, participants simply repeated each word in the sequence. In the generation condition, participants were asked to generate a new word based on each word in the sequence. Word generation interfered with MOT performance, but shadowing did not. The data indicate that telephone conversation disrupts attention at a central stage, the act of generating verbal stimuli, rather than at a peripheral stage, such as listening or speaking.

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The data shown below were compiled from readership statistics for 114 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 13 11%
Japan 2 2%
Netherlands 1 <1%
Germany 1 <1%
Canada 1 <1%
Unknown 96 84%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 25 22%
Student > Bachelor 19 17%
Researcher 12 11%
Professor 12 11%
Student > Master 12 11%
Other 23 20%
Unknown 11 10%
Readers by discipline Count As %
Psychology 67 59%
Engineering 5 4%
Social Sciences 5 4%
Computer Science 5 4%
Neuroscience 4 4%
Other 13 11%
Unknown 15 13%