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Festinger’s process model of cognitive dissonance
Core assumptions of cognitive dissonance theory
Core assumptions of cognitive dissonance theory
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Recommended: Festinger’s process model of cognitive dissonance
In these few months, I did an experiment in the University of Sydney to investigate to what extent do human attention to object and reaction speed be affected by a distractor sudden onset. I decided six conditions for this experiments and each condition had different level of the rate of “sudden onset” appearance. What is attention? “Attention is a concept studied in cognitive psychology that refers to how we actively process specific information present in our environment.” Think about our everyday life, a highlighter is always being used to mark the important elements in our notes so that when we do the review, our attention may easily be attract by the highlighted area. However, if we assume that there are some elements which are not important …show more content…
In Stroop task, When the name of a color (e.g., "blue", "green", or "red") is printed in a color not denoted by the name (e.g., the word "red" printed in blue ink instead of red ink), naming the color of the word takes longer and is more prone to errors than when the color of the ink matches the name of the color. The effect is named after John Ridley Stroop, who first published the effect in English in 1935. My experiment is similar to this famous psychology research in some aspects. Both our aims are researching on how human reaction time is affected by confounding factors, and the theory would be the human brain's ability to recognize the information we receive. However, there were some differences which were Stroop task was more focus on the processing speed of our brain on reading text and reading color, but in my experiment, it more focus on how attention is affected by “sudden onset” therefore changes on the processing speed of our …show more content…
When we under sudden onset condition, the reaction time for us to press the correct button for the target is longer than under a baseline condition in all six conditions. However, in conditions 2,4,5,6 which p-value is less than 0.05 which means they have strong evidence to against the null hypothesis. In conditions 1 and 3, the p-value is much higher than 0.05, the reason would be the differences between two reaction time were small because the sudden onset is not significant enough for interference participants’ attention and the is arrow acts like a “highlighter” to help participant to more focus on the correct target.
Furthermore, in Stroop task, when participants were asked to read out the word’s color with unmatched color words, the mistakes happened more offend, which means our attention was dispersed indeed, and the unmatched color words interference our brain to process the correct word’s color presented in wrong reading. Hence, our attention is limited and selective so it will be affected by a distractor sudden onset
A video is put on, and in the beginning of this video your told to count how many times the people in the white shirts pass the ball. By the time the scene is over, most of the people watching the video have a number in their head. What these people missed was the gorilla walking through as they were so focused on counting the number of passes between the white team. Would you have noticed the gorilla? According to Cathy Davidson this is called attention blindness. As said by Davidson, "Attention blindness is the key to everything we do as individuals, from how we work in groups to what we value in our classrooms, at work, and in ourselves (Davidson, 2011, pg.4)." Davidson served as the vice provost for interdisciplinary studies at Duke University helping to create the Program in Science and Information Studies and the Center of Cognitive Neuroscience. She also holds highly distinguished chairs in English and Interdisciplinary Studies at Duke and has written a dozen different books. By the end of the introduction Davidson poses five different questions to the general population. Davidson's questions include, "Where do our patterns of attention come from? How can what we know about attention help us change how we teach and learn? How can the science of attention alter our ideas about how we test and what we measure? How can we work better with others with different skills and expertise in order to see what we're missing in a complicated and interdependent world? How does attention change as we age, and how can understanding the science of attention actually help us along the way? (Davidson, 2011, p.19-20)." Although Davidson hits many good points in Now You See It, overall the book isn't valid. She doesn't exactly provide answers ...
William James, an American psychologist, proposed the first theory of what we now call “selective attention”. Selective attention is the assumption that in order to focus on one activity going on in your environment, you must hinder all other tasks occurring in the background. A good illustration of this would be to block out the music playing for the sake of progress on school work. This is referred to as the spotlight theory. In premise, your visual attention works like a spotlight. There is a focal point, or place or concentration. Beyond the focal point is considered to be fringe; seen by the viewer, but not observed clearly. Outside of the focal point and fringe is surplus and not viewed at all (Cherry, 2014).
Harvey et al (2000) also used the word list learning and delayed recall, pranix drawing, modified Boston Naming test and CERAD to assess cognitive function of both their control and experimental populations. The word list learning and delayed recall is a ten item list of words that is presented to the subject during three separate trials. After each trial the subject is asked to freely recall the words from the list. After a delay, which is filled with the pranix drawing task, the participants are asked to recall the list of words once again. The dependent variable in this task is the number of words recalled over the three trials and the number of words that were recalled after the delay. The scores ranged from 0 to 20 based the...
In 1995, a Boston police officer responded to a 911 call regarding a shooting. Spotting a potential suspect he gave chase. During the pursuit the officer ran by an assault in progress without stopping to assist the victim. Later, he would claim that he never saw the assault because he was focused on chasing his suspect (Chabris, Weinberger, Fontaine & Simmons, 2011). This is an example of inattentional blindness or the failure to perceive objects or events when attention is focused elsewhere (Mack & Rock, 1998). Parents distracted by children, teenagers talking on cellphones and even professionals trained to be observant of their environment can fall prey to this phenomenon. Though people are not susceptible to inattentional blindness to the same degree, it is feasible that some may be less susceptible due to difficulties staying focused on a task at hand. This paper will examine the possibility that elderly people are less susceptible to inattentional blindness due to a decrease in attention skills.
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.
Many people, however, believe that the available evidence does not support the notion of an inhibitory component of the selective attention . It means that the slowdown, a characteristic of the negative priming, is observed not because of the fact that the target was previously ignored . Negative priming phenomenon reflects interaction between automatic memory processes and controlled selection processes. The presentation of the item which was a distractor before allows that item to be faster selected by the controlled selection process.
Similarly, even when an individual’s attention is supposedly devoted to a target item, subsequent memory can suffer when the initial coding of the item takes place at shallow level. This effect has been suggested in studies examining the “depth of processing effect” (Cr...
...ce for increased activity in visual areas or the fusiform gyrus, which is connected with color perception. These results have shown that spoken words result in co-activation of color processing areas, but not visual areas connected with the perceptual process of color. Sadly, the conclusions don’t reveal which perceptual or cognitive processes might cause the difference with people with synaesthesia and the controls.
Macleod and Mathews (1991) induced attentional biases within a laboratory setting to determine that a ca...
Though the experiment shows that attention is vital for change detection, we should consider the size/ impact of the change in the environment. If the change to an environment is small, would it result in the change being detected? Do providing little clues draw attention effectively to where the change is being made? In support of this argument, Rensink (1997) showed that even with small clues, if the clue is not directed properly then detecting change will not have an effect. A proposal of Rensink is that the absence of attention will cause visual contents to be missed. On the other hand, Simon and Levin (1998) suggest that a person could miss things happening in their environment if his or her attention is occupied by something
Attention is defined as “notice taken of someone or something; the regarding of someone or something as interesting or important”.
...tudying psychology at the University of Canberra using normal distractor and special distractor words when participants are presented with lists of words. The methods of this experiment are similar to the methods of Roediger and McDermotts’s study (1995) study. It is predicted that given how robust previous studies have found false memories to be (Wright et.al. 2005) it is likely these students will be just as susceptible to the effects of false memories and will be likely to report seeing special distractor words as often as they report seeing the original list of words.
This phenomenon of memory has been tested many times using the Wadsworth CogLab false memory experiment. In the Wadsworth experiment, participants are presented with a list of words each of which is shown for one and half seconds. These experiments usually entail six trial lists. After each list is shown, the participants are given a set of response buttons labeled with the words from the list. The buttons also include normal distractor words (a word that is unrelated to the list but was not shown), and special distractor words (a word that is related
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.
McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: I. An account of basic findings. Psychological review, 88(5), 375.