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Mendeley readers
Attention Score in Context
| Title |
The role of affect and reward in the conflict-triggered adjustment of cognitive control
|
|---|---|
| Published in |
Frontiers in Human Neuroscience, January 2012
|
| DOI | 10.3389/fnhum.2012.00342 |
| Pubmed ID | |
| Authors |
Gesine Dreisbach, Rico Fischer |
| Abstract |
Adapting to changing task demands is one of the hallmarks of human cognition. According to an influential theory, the conflict monitoring theory, the adaptation of information processing occurs in a context-sensitive manner in that conflicts signal the need for control recruitment. Starting from the conflict monitoring theory, here the authors discuss the role of affect in the context of conflict-triggered processing adjustments from three different perspectives: (1) the affective value of conflict per se, (2) the affective modulation of conflict-triggered processing adjustments, and (3) the modulation of conflict adaptation by reward. Based on the current empirical evidence, the authors stress the importance of disentangling effects of affect and reward on conflict-triggered control adjustments. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Ireland | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 202 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Germany | 1 | <1% |
| Netherlands | 1 | <1% |
| Canada | 1 | <1% |
| Iceland | 1 | <1% |
| United States | 1 | <1% |
| Unknown | 197 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 49 | 24% |
| Student > Master | 39 | 19% |
| Student > Bachelor | 25 | 12% |
| Researcher | 24 | 12% |
| Student > Doctoral Student | 12 | 6% |
| Other | 23 | 11% |
| Unknown | 30 | 15% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 120 | 59% |
| Neuroscience | 13 | 6% |
| Agricultural and Biological Sciences | 12 | 6% |
| Business, Management and Accounting | 4 | 2% |
| Engineering | 4 | 2% |
| Other | 13 | 6% |
| Unknown | 36 | 18% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 11 January 2013.
All research outputs
#18,325,190
of 22,691,736 outputs
Outputs from Frontiers in Human Neuroscience
#6,048
of 7,122 outputs
Outputs of similar age
#196,010
of 244,134 outputs
Outputs of similar age from Frontiers in Human Neuroscience
#251
of 294 outputs
Altmetric has tracked 22,691,736 research outputs across all sources so far. This one is in the 11th percentile – i.e., 11% of other outputs scored the same or lower than it.
So far Altmetric has tracked 7,122 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 14.5. This one is in the 8th percentile – i.e., 8% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 244,134 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 9th percentile – i.e., 9% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 294 others from the same source and published within six weeks on either side of this one. This one is in the 7th percentile – i.e., 7% of its contemporaries scored the same or lower than it.