Effects of familiarization on alertness and encoding in children.

Kraut, Alan G.

doi:10.1037/0012-1649.12.6.491

Cited by 22 publications

(16 citation statements)

References 10 publications

(17 reference statements)

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“…Also, a stimulus presented as often as a second one but for longer durations is responded to more slowly than the second one (Witte, 1967). Kraut (1976) has proposed a theory to account for the basic effect. The theory claims that the repeated-exposures procedure affects two processes identified in the earlier work of Posner and Boies (1971) as independent components of attention to stimuli.…”

mentioning

confidence: 99%

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A two-factor theory of stimulus-repetition effects.

Kraut¹,

Smothergill²

1978

Journal of Experimental Psychology: Human Perception and Perfor

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It is a well-documented finding that children respond more slowly to a stimulus that has been presented repeatedly just before test than to a novel stimulus. The effect, for which a two-factor theory has recently been proposed, did not occur in the only previous study of adults using a comparable procedure. Experiment 1 demonstrated the effect with adults. The previous negative finding may have been the result of too few repetitions of the stimulus. Experiment 2 provided additional support for the two-factor theory. The theory suggests that the effect is the net result of partially counteracting changes in two attentional processes. One process, the alertness elicited by a stimulus, is held to decrease as a result of repeated presentation of the stimulus, while the second process, encoding, is facilitated. The hypothesis tested in Experiment 2 was that the alertness decrement dissipates over a brief passage of time, while the facilitation of encoding does not. Subjects exposed to a repeatedly presented color were tested either immediately thereafter or after a 15-min or 30-min interval. As predicted, the observed effect shifted from one of flower response to one of faster response to the repeated stimulus as the delay interval increased.

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confidence: 99%

“…The main evidence in support of this theory comes from a pair of experiments conducted by Kraut (1976). One experiment (Experiment 2) examined the effectiveness of a familiarized stimulus as a warning signal.…”

mentioning

confidence: 99%

A two-factor theory of stimulus-repetition effects.

Kraut¹,

Smothergill²

1978

Journal of Experimental Psychology: Human Perception and Perfor

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“…The child participants had difficulties maintaining a state of high alertness without a warning signal, consistent with Kraut (1976). Further, these alerting effects were robust across the multiple sessions.…”

Section: Alertingmentioning

confidence: 73%

Repeated Measurement of the Components of Attention With Young Children Using the Attention Network Test: Stability, Isolability, Robustness, and Reliability

Ishigami

Klein

2014

Journal of Cognition and Development

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The current study examined the robustness, stability, reliability, and isolability of the attention network scores (alerting, orienting, and executive control) when young children experienced repeated administrations of the child version of the Attention Network Test (ANT; Rueda et al., 2004). Ten test sessions of the ANT were administered to 12 young children. Participants were asked to indicate the direction of a target fish, flanked by distractors, presented either above or below the fixation cross following different types of visual cues. Network scores, reflecting alerting, orienting, and executive control, were calculated using orthogonal subtractions of performance in selected conditions. Only the alerting network scores remained highly significant across the 10 sessions. The executive network scores showed some practice effects. The reliability of the network scores remained poor regardless of the amount of data. Based on the results, use of the ANT is cautioned against in young children when repeated testing is required.

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“…However, the two-factor theory proposed by Kraut (1976;Kraut & Smothergill, 1978) suggests a broader interpretation. The two-factor theory holds that during a repeated event, two processes are changing.…”

Section: Discussionmentioning

confidence: 93%

The Contributions of Development versus Music Training to Simple Tempo Discrimination

Miller

Eargle

1990

Journal of Research in Music Education

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Children ages 7 to 15 and adults were asked to detect changes in an unaccompanied drumbeat that either increased, decreased, or maintained the same tempo across measures. Marked differences in performance as a function of age were found for the change trials, older subjects being more accurate, while musical training was relatively unimportant. For trials in which the beat remained constant, however, subjects with musical training were more accurate, while age, by itself, had little effect upon performance. A multiprocess model for the perception of tempo is discussed.Tempo is a fundamental aspect of music, yet relatively few researchers have considered the development of sensitivity to differences in tempo. The existing literature suggests a complex picture. Some sensitivity to fluctuations in tempo can be found in the movements of very young children (Moog, 1976), although the extent of this tempo matching is quite limited. One might expect gradually increasing accuracy in the perception of tempo throughout the school years, consistent with a general picture of increase in musical sophistication with age. Existing research, however, does not suggest such a straightforward development.Wang and Salzberg (1984) administered a tempo discrimination task to string students ages 7 to 18. Tempo in musical excerpts increased, decreased, or remained constant, and listeners were asked to note both the point and direction of tempo change. Somewhat surprising, a curvilinear relationship was found between accuracy and age as well as between accuracy and years of musical training. Performance improved until age 13, after which it decreased. The mean number of correct responses also increased with years of musical training until approximately 5.5 years of training, after which it declined. The authors speculate that this curvilinear relationship may have been due to the small number of subjects older than 14 years and to the large amount of variability found in the scores of the older subjects. Also, as Wang and Salzberg acknowledge, age and musical experience were confounded in this study, and it was not possible to decide which of the two factors was primarily responsible for the results.

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Effects of familiarization on alertness and encoding in children.

Cited by 22 publications

References 10 publications

A two-factor theory of stimulus-repetition effects.

A two-factor theory of stimulus-repetition effects.

Repeated Measurement of the Components of Attention With Young Children Using the Attention Network Test: Stability, Isolability, Robustness, and Reliability

The Contributions of Development versus Music Training to Simple Tempo Discrimination

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