Development of attentional allocation in the dual task paradigm

Karatekin, Canan

doi:10.1016/j.ijpsycho.2003.12.002

Cited by 96 publications

(121 citation statements)

References 35 publications

Supporting

Mentioning

106

Contrasting

Unclassified

Order By: Relevance

“…Hong, 1999), and that it can also increase concentration (e.g. Karatekin, 2004), which could variously be manifest as increased attention or task engagement, greater effort being expended to detect errors, monitor conflict etc. Thus in a general sense, increased task difficulty could lead to greater recruitment of executive functions conducive to performing a more difficult task (e.g.…”

Section: The Effects Of Task Difficultymentioning

confidence: 99%

The BOLD response during Stroop task-like inhibition paradigms: Effects of task difficulty and task-relevant modality

Mitchell

2005

Brain and Cognition

View full text Add to dashboard Cite

. (2005) 'The BOLD response during Stroop task-like inhibition paradigms : eects of task diculty and task-relevant modality.', Brain and cognition., 59 (1). pp. 23-37. Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

show abstract

Section: The Effects Of Task Difficultymentioning

confidence: 99%

The BOLD response during Stroop task-like inhibition paradigms: Effects of task difficulty and task-relevant modality

Mitchell

2005

Brain and Cognition

View full text Add to dashboard Cite

show abstract

“…It has been used to assess classical violations of expectation tasks (Jackson & Sirois, 2009;Sirois & Jackson, 2012), individual differences in face processing (Gredebäck, Eriksson, Schmitow, Laeng, & Sternberg, 2012), and perception of irrational events by infants (Gredebäck & Melinder, 2010. Task-elicited changes in pupil diameter have also been studied in adults (see Beatty, 1982, for a review) with, for example, eye saccade tasks (Evens & Ludwig, 2010), Stroop tasks (Brown et al, 1999;Laeng, Orbo, Holmlund, & Miozzo, 2011;Siegle, Steinhauer, & Thase, 2004), and dual tasks (Karatekin, 2004;Karatekin, Couperus, & Marcus, 2004).…”

Section: Introductionmentioning

confidence: 99%

Pupil diameter measurement errors as a function of gaze direction in corneal reflection eyetrackers

Brisson¹,

Mainville²,

Mailloux³

et al. 2013

Behav Res

125

130

View full text Add to dashboard Cite

Pupil dilation is a useful, noninvasive technique for measuring the change in cognitive load. Since it is implicit and nonverbal, it is particularly useful with preverbal or nonverbal participants. In cognitive psychology, pupil dilation is most often measured by corneal reflection eyetracking devices. The present study investigates the effect of gaze position on pupil size estimation by three common eyetracking systems. The task consisted of a simple object pursuit situation, as a sphere rotated around the display screen. Systematic errors of pupil size estimation were found with all three systems. Implications for task-elicited pupillometry, especially for gaze-contingent studies such as object tracking or reading, are discussed.

show abstract

“…In addition, children appear to be more vulnerable to interference from distracters relative to adults (Bjorklund & Harnishfeger, 1990;Davidson, Amso, Anderson, & Diamond, 2006;Ordaz, Davis, & Luna, 2010). Also, children differ from adults in their capacity for top-down control of attention (Karatekin, 2004;Wendelken, Baym, Gazzaley, & Bunge, 2011). Thus, further studies with children seemed desirable.…”

Section: Introductionmentioning

confidence: 99%

Children's learning of tennis skills is facilitated by external focus instructions

Hadler¹,

Chiviacowsky²,

Wulf³

et al. 2014

Motriz: rev. educ. fis.

View full text Add to dashboard Cite

Abstract-The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials), learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning. Keywords: motor learning, attention, childhood, sportsResumo-"Aprendizagem de habilidades do tênis em crianças é facilitada por instruções de foco externo." O presente estudo examinou os efeitos de instruções promovendo foco de atenção externo versus interno na aprendizagem da rebatida de forehand do tênis em crianças de 11 anos de idade. Três grupos de participantes praticaram a tarefa. Os participantes do grupo de foco externo foram instruídos a direcionar a atenção para os movimentos da raquete, enquanto os participantes no grupo de foco interno a direcionar a atenção aos movimentos do braço. Participantes do grupo controle não receberam instruções de foco de atenção. Dois dias após a prática (60 tentativas) a aprendizagem foi avaliada através de testes de retenção e transferência. Os resultados demonstraram que o grupo de foco externo apresentou maior precisão em relação aos dois outros grupos na retenção e em relação ao grupo de foco interno na transferência. Conclui-se que instruções induzindo foco externo de atenção pode melhorar a aprendizagem de habilidades esportivas em crianças. Palavras-chave: aprendizagem motora, atenção, infância, esportesResumen-"Aprendizaje de habilidades del tenis en los niños es facilitada por instrucciones con foco externo." El presente estudio examinó los efectos de las instrucciones con foco de atención interno frente a externo en el aprendizaje de "forehand" del tenis en niños. Tres grupos de participantes practicaron la tarea. Los participantes en el grupo de foco externo fueron instruidos para dirigir la atención a los movimientos de la raqueta, mientras que los participantes en el grupo de foco interno a poner la atención a los movimientos del brazo. El grupo control no recibió instrucciones de foco de atención. Dos días después el aprendizaje se evaluó mediante pruebas de retención y transferencia. Los resultados mostraron que el grupo de foco externo presentó mayor precisión en relación con los otros grupos en la retención y al grupo de foco interno en la transferencia. Llegamos a la conclusión de que las ins...

show abstract

Development of attentional allocation in the dual task paradigm

Cited by 96 publications

References 35 publications

The BOLD response during Stroop task-like inhibition paradigms: Effects of task difficulty and task-relevant modality

The BOLD response during Stroop task-like inhibition paradigms: Effects of task difficulty and task-relevant modality

Pupil diameter measurement errors as a function of gaze direction in corneal reflection eyetrackers

Children's learning of tennis skills is facilitated by external focus instructions

Contact Info

Product

Resources

About