Attention as a determinant of task performance: From basics to applications

Kida, Tetsuo; Tanaka, Emi; Kakigi, Ryusuke

doi:10.7600/jpfsm.6.59

Cited by 3 publications

(1 citation statement)

References 71 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A fase inicial da aquisição de uma habilidade motora requer alta demanda atencional, com progressiva automatização dos movimentos a partir de prática sistemática (DEBAERE et al, 2004;FITTS;POSNER, 1967;GOH et al, 2014;KIDA;TANAKA;KAKIGI, 2017). No início da aprendizagem, as tarefas requerem mais tempo para sua execução devido ao processamento de informações ocorrer de forma controlada, envolvendo o direcionamento da atenção.…”

Section: Introductionunclassified

Aprendizagem em tarefa motora dual: efeito da distribuição de atenção entre as mãos

Carvalho¹

View full text Add to dashboard Cite

Previous studies have indicated the human ability to learn different movements simultaneously, suggesting that motor learning can be achieved from partial use of attentional resources. However, the extent to which learning dual motor tasks is affected by the distribution of attention between tasks during practice is unknown. The aim of this study was to evaluate the effect of distribution of different proportions of attention to each component of a dual motor task during practice on its learning and automaticity. Thirty-five right-handed university students participated of the study. They performed the following tasks: drawing of a star-shaped figure based on inverted visual feedback with their left hand and sequentially touching the fingers with their right hand. The dual task consisted of the simultaneous execution of the two tasks. To evaluate movement's automatization due to practice, we used a probe reaction time task consisting of an auditory stimulus and a vocal response. Participants were assigned to one of three groups: practice of the dual task with asymmetric distribution of attention, allocating major attentional resources to the star drawing task and minimal attention to the fingers touching task (Dasy); practice of the dual task with symmetric distribution of attention between both tasks (Dsym); and practice of the single star drawing task (Sing). Results showed that after practice, the probing reaction time was reduced in the performance of the single and dual tasks in all groups, indicating augmented automaticity after practice. In the fingers touching task, the Dsym and Dasy groups outperformed the Sing group, indicating that this task was learned with reduced attention. In the star drawing task, the three groups improved similarly their performance after practice. Evaluation of the dual task revealed that both dual task practice groups, independently of the attention distribution regime, performed better than the Sing group after practice. No differences were found between the Dsym and Dasy groups across tasks, suggesting that they learned to a similar extent both tasks regardless of the attention distribution regime. These results suggest that performance improvement from practice, and associated movements automatization, can be achieved with allocation of partial attentional resources during the task acquisition.

show abstract

Section: Introductionunclassified

Aprendizagem em tarefa motora dual: efeito da distribuição de atenção entre as mãos

Carvalho¹

View full text Add to dashboard Cite

show abstract

The effectiveness of an online attention training program in improving attention and reducing boredom

Ng,

Wong,

Chan

2024

Motiv Emot

View full text Add to dashboard Cite

Frequent and intense experiences of boredom may lead to negative consequences. Enhancing sustained attention has been suggested as a potential strategy for mitigating boredom. We investigated the effectiveness of a four-week intervention to improve attention levels in daily activities and alleviate boredom. In this quasi-experiment, 73 adults were allocated to either the intervention group (n = 32), which participated in a four-session online attention training program, or the no-intervention control group (n = 41). Data were collected through baseline and post-intervention questionnaires, as well as experience sampling over a 28-day period. In line with our hypotheses, multilevel modeling results indicated that attention levels in the intervention group increased throughout the training compared to the control group. Additionally, we observed a decrease in state boredom levels and a significant between-group difference in post-intervention boredom proneness. We found that the attention training program was effective in boosting attention levels and reducing boredom experiences and boredom proneness among healthy adults.

show abstract