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A Snapshot into Developmental Differences in Attention and Cognitive Control: An Eye Tracking Study

Sterlacci, Molly LU (2017) PSYP01 20171
Department of Psychology
Abstract (Swedish)
The present study reveals how the presence of relevant and irrelevant spoken language affects the processing for visual information, and if this is mediated by executive function processes
that develop from childhood (N = 10, age 4-10) to adolescence (N = 16, age 14-17) and through adulthood (N = 16, age 21-28). Participants engaged in a task in which they looked at visual stimuli organized within Areas of Interest (AOI’s) with no audio (1), with audio to facilitate memory (2), and distracting audio unrelated to visual stimuli (3) and were then asked to remember the visual stimuli they looked at, all while connected to an eye tracker. Results showed that there was no main effect of distraction or facilitation conditions on overall memory... (More)
The present study reveals how the presence of relevant and irrelevant spoken language affects the processing for visual information, and if this is mediated by executive function processes
that develop from childhood (N = 10, age 4-10) to adolescence (N = 16, age 14-17) and through adulthood (N = 16, age 21-28). Participants engaged in a task in which they looked at visual stimuli organized within Areas of Interest (AOI’s) with no audio (1), with audio to facilitate memory (2), and distracting audio unrelated to visual stimuli (3) and were then asked to remember the visual stimuli they looked at, all while connected to an eye tracker. Results showed that there was no main effect of distraction or facilitation conditions on overall memory performance. However, there was a significant difference in memory
performance between age-groups, with the children unexpectedly performing the best, followed by adults and then adolescents. Also, memory performance outcomes were not mediated by executive function. Dwell times, fixation counts, and fixation times between matching audio and visual information and non-matching audio and visual information were not significantly different. However, dwell time and fixation time were significantly affected by age, with children having lower times on both non-matches and matches. Limitations of the study and areas for future research are discussed. (Less)
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author
Sterlacci, Molly LU
supervisor
organization
course
PSYP01 20171
year
type
H2 - Master's Degree (Two Years)
subject
keywords
attention, distraction, executive function, cognitive control, eye tracking, memory
language
English
id
8927130
date added to LUP
2017-10-11 13:27:20
date last changed
2019-02-19 14:06:40
@misc{8927130,
  abstract     = {The present study reveals how the presence of relevant and irrelevant spoken language affects the processing for visual information, and if this is mediated by executive function processes
that develop from childhood (N = 10, age 4-10) to adolescence (N = 16, age 14-17) and through adulthood (N = 16, age 21-28). Participants engaged in a task in which they looked at visual stimuli organized within Areas of Interest (AOI’s) with no audio (1), with audio to facilitate memory (2), and distracting audio unrelated to visual stimuli (3) and were then asked to remember the visual stimuli they looked at, all while connected to an eye tracker. Results showed that there was no main effect of distraction or facilitation conditions on overall memory performance. However, there was a significant difference in memory
performance between age-groups, with the children unexpectedly performing the best, followed by adults and then adolescents. Also, memory performance outcomes were not mediated by executive function. Dwell times, fixation counts, and fixation times between matching audio and visual information and non-matching audio and visual information were not significantly different. However, dwell time and fixation time were significantly affected by age, with children having lower times on both non-matches and matches. Limitations of the study and areas for future research are discussed.},
  author       = {Sterlacci, Molly},
  keyword      = {attention,distraction,executive function,cognitive control,eye tracking,memory},
  language     = {eng},
  note         = {Student Paper},
  title        = {A Snapshot into Developmental Differences in Attention and Cognitive Control: An Eye Tracking Study},
  year         = {2017},
}