Divided attention reduces resistance to distraction at encoding but not retrieval

Abstract

Older adults show implicit memory for previously seen distraction, an effect attributed to poor attentional control. It is unclear whether this effect results from lack of control over encoding during the distraction task, lack of retrieval constraint during the test task, or both. In the present study, we simulated poor distraction control in young adults using divided attention at encoding, at retrieval, at both times, or not at all. The encoding task was a 1-back task on pictures with distracting superimposed letter strings, some of which were words. The retrieval task was a word fragment completion task testing implicit memory for the distracting words. Attention was divided using an auditory odd digit detection task. Dividing attention at encoding, but not at retrieval, resulted in significant priming for distraction, which suggests that control over encoding processes is a primary determinant of distraction transfer in populations with low inhibitory control (e.g. older adults).

The Effect of Divided Attention with Bounce Drop Jump on Dynamic Postural Stability

“…In the cognitive psychology field, the motor/cognitive control skills of an individual and their ability to ignore irrelevant information are considered limiting factors that affect their attentional capacity, memory, and decision execution performance. Particularly, the ability to suppress irrelevant information allows a person to focus on the task and quickly accomplish the goal without making mistakes [40,41]. Therefore, a challenging DA task could easily affect the allocation of attentional resources and severely reduce one's ability to maintain dynamic postural stability.…”

Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods

“…As more online options become available to students who cannot be physically present, it is important to know what formats students find most appealing and may generate the most positive learning experience. As we noted in the literature review, attention (e.g., Weeks & Hasher, 2017), emotion (e.g., Storbeck, 2016), and presentation quality (Lee & Kim, 2015) affect the learning process. Based on the results of these two studies, live composite videos are more effective than other formats at drawing attention, providing an enjoyable emotional experience, and creating a sense of instructional quality.…”

“…Researchers have studied attentional barriers to learning, finding divided attention-e.g., what occurs during multitasking-limits what information a learner can encode (Craik, Govoni, Naveh-Benjamin, & Anderson, 1996) and may result in memory inaccuracies (Peters et al, 2008;Sahakyan & Malmberg, 2018). In addition, divided attention can amplify the effects of distractions, leading to even poorer memory performance (Weeks & Hasher, 2017). From a cognitive perspective, sustained attention provides a conduit for learning.…”

Neurophysiological Correlates of the Dunning-Kruger Effect

“…That is, those that did not encode information well (i.e. poor attention, motivation, or distraction; Craik, Luo, & Sakuta, 2010;Craik, Eftekhari, & Binns, 2018;Craik, Naveh-Benjamin, Ishaik, & Anderson, 2000;Fernandes, Moscovitch, Ziegler, & Grady, 2005;Galli, Gebert, & Otten, 2013;Middlebrooks, Kerr, & Castel, 2017;Weeks & Hasher, 2017) would not be likely to recollect that information later nor then be able to accurately calibrate how well they are actually performing if having to guess with heuristics of general familiarity (Whittlesea, 2002;Whittlesea & Leboe, 2000;Whittlesea & Williams, 2000;Whittlesea, 1993;Whittlesea, Jacoby, & Girard, 1990;Whittlesea & Leboe, 2003). However, as the current study did not investigate activity or measures during the encoding stage of memory, this hypothesis remains to be tested in future research.…”