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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.
Active recall is a learning method that exploits the testing effect − the fact that memorization is more efficient when some time is devoted to actively retrieving the to-be-learned information through testing with proper feedback. Flashcards are a practical application of active recall. Another method for memorization is via the 'SURF ...
Attention is part of nearly every waking moment for humans, as it is the focusing of one's thoughts. Selective attention [14] utilizes cognitive processes to focus on relevant targets on input, thoughts or actions while neglecting irrelevant sources of input. This is the basis for how we attend to specific stimuli.
A "hugely influential" [76] theory regarding selective attention is the perceptual load theory, which states that there are two mechanisms that affect attention: cognitive and perceptual. The perceptual mechanism considers the subject's ability to perceive or ignore stimuli, both task-related and non task-related.
Capacity theory is the theoretical approach that pulled researchers from Filter theories with Kahneman's published 1973 study, Attention and Effort positing attention was limited in overall capacity, that a person's ability to perform simultaneous tasks depends on how much "capacity" the jobs require. Further researchers - Johnson and Heinz ...
The PASS theory provides the theoretical framework for a measurement instrument called the Das-Naglieri Cognitive Assessment System (CAS), published in 1997. [6] This test, now in a Second Edition (CAS2; 2014, Naglieri, Das & Gold-stein) is designed to provide an assessment of intellectual functioning redefined as four brain-based cognitive processes (Planning, Attention, Simultaneous and ...
One example was a study of the effect of breakfast timing on selected cognitive functions of elementary school students. Their results found that children who ate breakfast at school scored notably higher on most of the cognitive tests than did students who ate breakfast at home and also children who did not eat breakfast at all.
For example, pre-attentive processing is slowed by sleep deprivation while attention, although less focused, is not slowed. [6] Furthermore, when searching for a particular visual stimulus among a variety of visual distractions, people often have more trouble finding what they are looking for if one or more of the distractions is particularly ...