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Impact of Spatial and Verbal Short-Term Memory Load on Auditory Spatial Attention Gradients

Overview of attention for article published in Frontiers in Psychology, November 2017
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Title
Impact of Spatial and Verbal Short-Term Memory Load on Auditory Spatial Attention Gradients
Published in
Frontiers in Psychology, November 2017
DOI 10.3389/fpsyg.2017.02028
Pubmed ID
Authors

Edward J. Golob, Jenna Winston, Jeffrey R. Mock

Abstract

Short-term memory load can impair attentional control, but prior work shows that the extent of the effect ranges from being very general to very specific. One factor for the mixed results may be reliance on point estimates of memory load effects on attention. Here we used auditory attention gradients as an analog measure to map-out the impact of short-term memory load over space. Verbal or spatial information was maintained during an auditory spatial attention task and compared to no-load. Stimuli were presented from five virtual locations in the frontal azimuth plane, and subjects focused on the midline. Reaction times progressively increased for lateral stimuli, indicating an attention gradient. Spatial load further slowed responses at lateral locations, particularly in the left hemispace, but had little effect at midline. Verbal memory load had no (Experiment 1), or a minimal (Experiment 2) influence on reaction times. Spatial and verbal load increased switch costs between memory encoding and attention tasks relative to the no load condition. The findings show that short-term memory influences the distribution of auditory attention over space; and that the specific pattern depends on the type of information in short-term memory.

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The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 17 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 17 100%

Demographic breakdown

Readers by professional status Count As %
Professor 5 29%
Researcher 3 18%
Student > Bachelor 2 12%
Student > Doctoral Student 2 12%
Student > Ph. D. Student 1 6%
Other 1 6%
Unknown 3 18%
Readers by discipline Count As %
Neuroscience 6 35%
Psychology 5 29%
Biochemistry, Genetics and Molecular Biology 1 6%
Medicine and Dentistry 1 6%
Unknown 4 24%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. 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 26 November 2017.
All research outputs
#13,881,544
of 23,007,887 outputs
Outputs from Frontiers in Psychology
#14,041
of 30,246 outputs
Outputs of similar age
#223,287
of 438,093 outputs
Outputs of similar age from Frontiers in Psychology
#313
of 548 outputs
Altmetric has tracked 23,007,887 research outputs across all sources so far. This one is in the 38th percentile – i.e., 38% of other outputs scored the same or lower than it.
So far Altmetric has tracked 30,246 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one has gotten more attention than average, scoring higher than 52% of its peers.
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 438,093 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 47th percentile – i.e., 47% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 548 others from the same source and published within six weeks on either side of this one. This one is in the 42nd percentile – i.e., 42% of its contemporaries scored the same or lower than it.