The phenomenon of ‘Divided attention’ is the idea that an individual has the ability to divide their attention between two or more tasks (multi- tasking). Focused attention models such as Broadbent’s theory, Treisman’s theory and Deutsch and Deutsch model explains how all our inputs are focused on one task at a time, however it is clear from looking at everyday life that we are able to divide our attention, successfully being able to complete more than one task at the same time.
An area of everyday experience where divided attention is very relevant is the question of whether we can drive and talk on a mobile phone at the same time. The answer is a quite obvious ‘yes’ but the argument is that when doing this we put ourselves and others in danger because we’re not very good at it. We struggle to attend to both tasks simultaneously and to carry them out effectively. Our attentional capacity is being exceeded, often with catastrophic results (Strayer & Johnston, 2001).
Khaneman (1973) devised model of attention as he believed a limited amount of attention is allocated to tasks by a central processor. Many factors determine how much attentional capacity can be allocated and how much is needed to carry out a task, as the central processor has variable but limited capacity which is dependent on motivation and arousal. The central processor engages a variety of tasks such as motor, visual, auditory, memory and so on. The central processor evaluates the amount of concentration necessary to meet task demands, which forms the basis of allocation of capacity.
An analysis of factors that determine the allocation of attention was composed by Khaneman (1973) in which cognitive systems were formed and held responsible for allocating cogniti...
... middle of paper ...
...eeds the capacity. This may be the case, but there is no independent definition of the central processing capacity. So, task difficulty cannot be defined. The argument is circular as difficult tasks require more attention and tasks that require more attention are difficult.
Reference
Balota, D. A. and Marsh, E.J. Cognitive psychology. Key Readings. (2004) Hove: East Sussex: Psychology Press.
Pashler,H.(1990) Graded Capacity-Sharing in Dual-Task Interference?. Journal of Experimental Psychology: Human Perception and Performance, 1994, Vol. 20, No. 2. 330-342
Strayer, D. L. & Johnston, W. A. (2001) Driven to distraction: Dual task studies of simulated driving and conversing on a cellular phone. Psychological Science, 12, 462-466
Weiner, I. Healy, A. Freedheim, D. Proctor,R.W., Schinka,J.A. (2003) Handbook of Psychology: Experimental psychology,18, pp 500
Schacter, D. L., Gilbert, D. T., & Wegner, D. M. (2010). Psychology. (2nd ed., p. 600). New York: Worth Pub.
Although correlation does not equal causation, we can conclude that similar cognitive processes, such as interference and automaticity, have influenced the results in our experiment. This can be expressed by the data and in identifying and saying aloud/reading a simple number compared to quantifying simple numbers. The cognitive load of reading familiar or smaller words is lower than that of counting, thus creating perchance a longer reaction time. In the experiment conducted in class as well as the one conducted by Stroop, the issue of divided attention may have been a great factor in interference or prolonged reaction time in the conditions. Psychological refractory period which states that the response to a second stimulus is slowed down by the first stimulus being processed; this can be a cause for the finding of increased reaction time when conflicting information is given. Attention may unconsciously be given to the less complex task, which is reading/identifying, and counting the main and more complex task may be interfered by the simpler stimulus. The expectation of having a longer reaction time when conducting the incongruent task was referenced back to the Stroop effect due to the similar implications of identifying and saying aloud the color presented in the print of the color descriptive word (Stroop,
Processing capacity is a very broad and flexible category according to many researchers. In fact, the quote above mentioned suggests that we often fail to notice things that happen just in front of us (unexpected events that are often salient) either because we were completely absorbed by something else or because we had so many things to do at the same time that we couldn’t pay attention to it. We have all at least once failed to see a friend who was waving at us while eating in the cafeteria or walking in a crowded street. The primary question that we should ask ourselves is: how many things can we attend at the same time? The truth is that we didn’t perceive this friend because of a phenomenon called “inattentional blindness”. The problem is that the richness of our visual experience leads us to believe that our visual representation will include and preserve the same amount of detail (Levin et al 2000). In this paper we’ll see the different theories of inattentional blindness, and the classical theories demonstrating this paradigm.
Passer, M., Smith, R., Holt, N., Bremner, A., Sutherland, E., & Vliek, M. (2009). Psychology; Science of Mind and Behaviour. (European Edition). New York.
Davis, S. F., & Palladino, J. J. (2003). Psychology. (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
The several effects of distracted driving are deadly. Andrew Lavallee points out that “texting while driving is unsafe. Not only are a driver’s eyes off the road, one or both hands are off the wheel.” “We think it is incompatible with safe driving” (qtd. in Lavallee). “Study upon study showed that talking on a cellphone was far more dangerous than she’d realized – that a driver on a phone had the same reaction speed as someone legally intoxicated, that those talking on a phone behind the wheel are four times as likely to crash” (qtd. in Hanes). Stephanie Hanes also mentions that, “Unlike a conversation with a passenger, the electronic conversation takes a driver into a virtual space away from the road.” Subsequently, this causes severe problems and deadly
McCarthy, R., Warrington, E. (1990), Cognitive Neuropsychology: A Clinical Introduction. San Diego: Academic Press Ltd.
Performing well in at certain tasks and retaining information both require a high level of attention. Multitasking requires that this attention be divided amongst different tasks. As a result, the some of the attention used for a certain task must now be used for other tasks, which affects the factors needed to complete it. Referring to an experiment that was discussed earlier, Wieth and Burns (2014) stated that even with the reward, the promise of incentive could not override the limits of people’s attention. Retaining information requires undivided attention. The key word is ‘undivided.’ According to this experiment, it is nearly impossible to have the same high level of focus while working on multiple tasks that a person would while working on one task. Once someone has reached the end of their attention span, their performance begins to falter. In a final experiment involving media multitasking and attention, Ralph, Thomson, Cheyne, and Smilek (2014) stated that multitasking can lead to mind wandering and lapses in attention, which distracts people from their tasks. These results show that once their attention is divided, it can lead to distractions and difficulty completing different tasks. It is difficult to complete one assignment while focusing on several others at the same time. Multitasking affects the attention needed for a task, which can affect everything
Multitasking, a practice used by many people to complete multiple tasks at once, seems beneficial to the user, but recent research shows that this practice causes more distractions. Alexandra Samuel argues in her essay, “‘Plug in Better’: A Manifesto”, that by getting rid of all of the distractions caused by multitasking, the time spent on the computer can be used more efficiently. As businesses in today’s world are using computers to help employees be more efficient in the workplace, each worker should only have to handle one task at a time to maximize their efficiency. Richard Restak argues in his essay, “Attetion Deficit: The Brain Syndrome of Our Era,” that by not diverting a person’s attention to multiple activities at once, such person
Sternberg, R. J. (1999). Cognitive psychology (2nd ed.). Fort Worth, TX: Harcourt Brace College Publishers
Hewstone, M. Fincham, F. and Foster, J (2005). Psychology. Oxford: The British Psychological Society, and Blackwell Publishing. P3-23.
Keil, F. C. and Wilson, R. A. (1999) The MIT Encyclopedia of the Cognitive Sciences. Cambridge, Massachusetts & London, England: The MIT Press
They also aimed dissociate these cognitive processes based on their understanding to the investigational operation of working memory load which is displayed in study one and then they focused on age related changes in study
Research has proven that it is difficult to concentrate on driving and talking at the same time. A recent British study showed that talking on a mobile phone while driving was more hazardous than operating a vehicle while under the influence of alcohol. Tests conducted by scientists for UK-based insurance firm, Direct Line, involved 20 subjects using a driving simulator to test reaction times and driving performance and compared this to when drivers had too much to drink. The results showed drivers' reaction times were, on average, 30 percent slower when talking on a handheld mobile phone than when legally drunk - and nearly 50 percent slower than under normal driving conditions. The tests also showed that drivers talking on phones were less able than drunk drivers to maintain a constant speed, and they had greater difficulty keeping a safe distance from the car in front.
Much current work involves identifying the cognitive components (such as memory and attention span) used in problem-solving activities. Researchers also are trying to identify the processes that occur in the transition from one level of thought to the next. Another area of investigation is the cognitive components in reading and arithmetic. It is hoped that this research will lead to improved methods of teaching academic skills and more effective remedial teaching.