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Adoption of Task-Specific Sets of Visual Attention

Overview of attention for article published in Frontiers in Psychology, May 2017
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Title
Adoption of Task-Specific Sets of Visual Attention
Published in
Frontiers in Psychology, May 2017
DOI 10.3389/fpsyg.2017.00687
Pubmed ID
Authors

Mike Wendt, Svantje T. Kähler, Aquiles Luna-Rodriguez, Thomas Jacobsen

Abstract

Evidence from behavioral and physiological studies suggests attentional weighting of stimulus information from different sources, according to task demands. We investigated the adoption of task-specific attentional sets by administering a flanker task, which required responding to a centrally presented letter while ignoring two adjacent letters, and a same-different judgment task, which required a homogenous/heterogeneous classification concerning the complete three-letter string. To assess the distribution of attentional weights across the letter locations we intermixed trials of a visual search task, in which a target stimulus occurred randomly in any of these locations. Search task reaction times displayed a stronger center-to periphery gradient, indicating focusing of visual attention on the central location, when the search task was intermixed into blocks of trials of the flanker task than into blocks of trials of the same-different task (Experiment 1) and when a cue indicated the likely occurrence of the flanker task as compared to the likely occurrence the same-different task (Experiment 2). These findings demonstrate flexible adoption of task-specific sets of visual attention that can be implemented during preparation. In addition, responses in the intermixed search task trials were faster and (marginally significantly) more error-prone after preparation for a (letter) task repetition than for a task switch, suggesting that response caution is reduced during preparation for a task repetition.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 20 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 20 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 4 20%
Student > Doctoral Student 2 10%
Researcher 2 10%
Professor 1 5%
Student > Bachelor 1 5%
Other 2 10%
Unknown 8 40%
Readers by discipline Count As %
Psychology 7 35%
Neuroscience 2 10%
Materials Science 1 5%
Computer Science 1 5%
Unknown 9 45%
Attention Score in Context

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 09 May 2017.
All research outputs
#20,420,242
of 22,971,207 outputs
Outputs from Frontiers in Psychology
#24,317
of 30,130 outputs
Outputs of similar age
#270,462
of 310,718 outputs
Outputs of similar age from Frontiers in Psychology
#540
of 600 outputs
Altmetric has tracked 22,971,207 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 30,130 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 1st percentile – i.e., 1% 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 310,718 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 600 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.