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The ability to adequately filter information from pre-attentive processing to attentive processing is necessary for the normal development of social skills. [14] For acoustic pre-attentive processing, the temporal cortex was believed to be the main site of activation; however, recent evidence has indicated involvement of the frontal cortex as well.
Attentive user interfaces (AUI) are user interfaces that manage the user's attention. For instance, an AUI can manage notifications, [1] deciding when to interrupt the user, the kind of warnings, and the level of detail of the messages presented to the user. Attentive user interfaces, by generating only the relevant information, can in ...
Feature integration theory is a theory of attention developed in 1980 by Anne Treisman and Garry Gelade that suggests that when perceiving a stimulus, features are "registered early, automatically, and in parallel, while objects are identified separately" and at a later stage in processing.
In practice, the attention of each word is calculated in parallel to speed up calculations. Simply changing the lowercase "x" vector to the uppercase "X" matrix will yield the formula for this. Softmax scaling qW k T / √ 100 prevents a high variance in qW k T that would allow a single word to excessively dominate the softmax resulting in ...
It is the opposite of passive listening, where a listener may be distracted or note critical points to develop a response. It calls for an attentive mind and empathetic concern for the speaker's perspective. [6] The concept was developed in the 1950s by Carl Rogers and Richard Farson. Active listening encloses the communication attribute ...
A person concentrating on their work A person paying close visual attention to their use of a bottle opener, ignoring the other people around them. Attentional control, commonly referred to as concentration, refers to an individual's capacity to choose what they pay attention to and what they ignore. [1]
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).
The Ontario Ministry of Education (2007) [38] describes many ways in which educators can help students acquire the skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of ...