Relevant bibliographies by topics / Processus attentionnel / Books
To see the other types of publications on this topic, follow the link: Processus attentionnel.

Books on the topic 'Processus attentionnel'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 26 books for your research on the topic 'Processus attentionnel.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse books on a wide variety of disciplines and organise your bibliography correctly.

1

Lewis, Brian P. Thinking about choking?: Attentional processes and paradoxical performance. Sage for the Society for Personality and Social Psychology, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wells, Adrian. Self-attentional processes in anxiety: An experimental study. Aston University. Department of Applied Psychology, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

John, Everatt, ed. Reading and dyslexia: Visual and attentional processes. Routledge, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Munafò, Marcus R., and Brian Hitsman. Neurocircuitry of attentional processes in addictive behaviours. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0008.

Full text
Abstract:
Chapter 8 discusses neurocircuitry of attentional processes in addictive behaviours. It reviews implicit measures of nicotine addiction and smoking behaviour (cognitive measures, and measures of attentional bias, and evidence from neuroimaging studies, including fMRI, PET and single photon emission computed tomography (SPECT)), and reviews the utility of these implicit measures in studies which are informative with respect to the neurobiological mechanisms underlying nicotine addiction and cigarette smoking.
APA, Harvard, Vancouver, ISO, and other styles
5

Everatt, John. Visual and Attentional Processes in Reading and Dyslexia. Routledge, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

The attentional demand relationship of primary and probe tasks. 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The attentional demand relationship of primary and probe tasks. 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Normal development of five attentional processes: Focus, select, sustain, shift, and inhibit. National Library of Canada, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Scerif, Gaia, and Rachel Wu. Developmental Disorders. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.030.

Full text
Abstract:
Tracing the development of attentional deficits and their cascading effects in genetically and functionally defined disorders allows an understanding of intertwined developing systems on three levels. At the cognitive level, attention influences perception, learning, and memory. Attention and other cognitive processes interact to produce cascading effects across developmental time. At a systems neuroscience level, developmental disorders can reveal the systems and mechanisms necessary to attain adults’ efficient attentional processes. At the level of cellular neuroscience and functional genomics, disorders of known genetic aetiology provide inroads into cellular pathways and protein networks leading to attentional deficits across development. This chapter draws from both genetically defined and functionally defined disorders to delineate the complexities and necessity of studying attentional deficits and their neural correlates. Studying developmental disorders highlights the need to study attentional processes and other cognitive processes (e.g. memory and learning) in tandem, given their inseparable nature.
APA, Harvard, Vancouver, ISO, and other styles
10

Krauzlis, Richard J. Attentional Functions of the Superior Colliculus. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.014.

Full text
Abstract:
The superior colliculus (SC) plays an important role in both overt and covert attention. In primates, the SC is well known to be a central component of the motor pathways that orient the eyes and head to important objects in the environment. Accordingly, neurons in the SC show enhanced responses that will be the target of orienting movements, compared to stimuli that will be ignored. Single-neuron recordings in the SC have revealed a variety of attention-related effects, including changes in activity related to bottom-up and top-down attention, attention capture, and inhibition of return. These findings support the view of the SC as a priority map that represents the location of important objects in the visual environment. Manipulation of SC activity by electrical microstimulation and chemical inactivation shows that the SC is not simply a recipient of attention-related effects, but plays a causal role in these processes. In particular, activity in the SC plays a major role in the selection of targets for saccades, and also for pursuit eye movements and movements of the hand. Moreover, activity in the SC is important not only for the control of overt attention, but also plays a crucial role in covert attention—the processing of visual signals for perceptual judgements even in the absence of orienting movements. The mechanisms mediating the role of the SC in the control of covert attention are not yet known, but current models emphasize interactions between the SC and areas of the cerebral cortex.
APA, Harvard, Vancouver, ISO, and other styles
11

Field, Matt. Attentional biases in drug abuse and addiction. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0003.

Full text
Abstract:
Drug abuse and addiction are associated with biases in selective attention for drug-associated stimuli. This chapter reviews this literature and discusses it within existing theoretical frameworks. Although the existence of attentional biases is well documented, a variety of different paradigms (that may tap different mechanisms) have been used, leaving the cognitive and attentional processes involved in attentional biases poorly understood and in need of clarification. Consistent with some theoretical predictions, the evidence suggests that attentional biases operate in early stages of attentional processing and thus they may be ‘automatic’. Attentional biases are closely associated with subjective drug craving, and recent research suggests that this relationship may be bidirectional in nature: elevated drug craving may make drug-related cues more salient, but pronounced attentional biases may promote further increases in craving. Theoretical predictions that attentional biases are ultimately caused by classical conditioning mechanisms, and the relationships between attentional biases and drug-use behaviours at different stages of addiction, are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
12

Bauman, Noel James. Effects of dry and wet flotation restricted environmental stimulation interventions on attentional processes and performance. 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
13

LeFevre, Jo-Anne, Emma Wells, and Carla Sowinski. Individual Differences in Basic Arithmetical Processes in Children and Adults. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.005.

Full text
Abstract:
This chapter describes the four main sources of individual differences in arithmetic that have been identified through research with children and adults. Numerical quantitative knowledge invokes basic cognitive processes that are either numerically specific or are recruited to be used in quantitative tasks (e.g. subitizing, discrimination acuity for approximate quantities). Attentional skills, including executive attention and various aspects of working memory are important, especially for more complex procedures. Linguistic knowledge is used within arithmetic to learn number system rules and structures, specific number words, and in developing and executing counting processes. Strategic abilities, which may reflect general planning and awareness skills, are involved in selecting procedures and solving problems adaptively. Other important sources of individual differences include automaticity of knowledge related to practice, experiences outside school, and the specific language spoken. Suggestions are made for further research that would be helpful in establishing a full picture of individual differences in arithmetic.
APA, Harvard, Vancouver, ISO, and other styles
14

Scolari, Miranda, Edward F. Ester, and John T. Serences. Feature- and Object-Based Attentional Modulation in the Human Visual System. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.009.

Full text
Abstract:
To increase efficiency, sensory systems process only a subset of available inputs in accord with the behavioural goals of the observer. The mechanisms that support the prioritization of relevant over irrelevant stimuli, referred to collectively as selective attention, can operate on the basis of spatial location (space-based attention), low-level visual features (e.g. orientation or colour; feature-based attention), or holistic objects (object-based attention). This chapter reviews human behavioural, electrophysiological, and neuroimaging data pertaining to the effects and control of the latter two mechanisms. Based on an increasingly rich literature spanning several decades, the authors argue that even though feature- and object-based attention are often treated as independent mechanisms, they should instead be described along a single continuum in which the information selected for prioritized processing (whether it be a single feature or a holistic object representation) is flexibly dictated by task demands.
APA, Harvard, Vancouver, ISO, and other styles
15

Kuhl, Brice A., and Marvin Chun. Memory and Attention. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.034.

Full text
Abstract:
A primary theme in attention research is that there is too much information in our environment for everything to be processed and, as a consequence, information processing is selective. This chapter reviews various properties of memory from the perspective of selective attention. It argues that the ways in which we form, retrieve, and work with our memories largely represent acts of attention. One obvious advantage of framing mnemonic processes as attentional phenomena is that it underscores the processing limits that are central to memory and the necessity of selection. Another advantage is that this framework can aid our understanding of the neural mechanisms that guide memory and their relation to neural mechanisms of perceptual attention.
APA, Harvard, Vancouver, ISO, and other styles
16

Hamilton, Nancy A., and Rick E. Ingram. Self-Focused Attention and Coping. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195130447.003.0009.

Full text
Abstract:
This chapter explores self-focused attention and coping. It presents definitions of self-focused attention, theories incorporating attentional variables (schemas and automatic thinking, differential activation processes, associative network models, ruminative response styles, self-regulatory perseveration, and self-statement specificity in emotional distress), self-focus and coping with distress, distraction, and mindfulness.
APA, Harvard, Vancouver, ISO, and other styles
17

Harvey, Allison G., Edward Watkins, Warren Mansell, and Roz Shafran. Attention. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198528883.003.0002.

Full text
Abstract:
This chapter explores attention. It defines the key concepts within attention research (selective attention, self-focused attention), and reviews evidence across psychological disorders with a particular focus on determining the extent to which attentional processes are truly transdiagnostic, and/or whether they are distinct to particular disorders (including anxiety disorders, phobias, somatoform disorders, sexual disorders, eating disorders, sleep disorders, mood disorders, psychotic disorders, and substance-related disorders).
APA, Harvard, Vancouver, ISO, and other styles
18

Soto, David, and Glyn W. Humphreys. Working Memory Biases in Human Vision. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.038.

Full text
Abstract:
The current conceptualization of working memory highlights its pivotal role in the cognitive control of goal-directed behaviour, for example, by keeping task-priorities and relevant information ‘online’. Evidence has accumulated, however, that working memory contents can automatically misdirect attention and observers can only exert little intentional control to overcome irrelevant contents held in memory that are known to be misleading for behaviour. The authors discuss extant evidence on this topic and argue that obligatory functional coupling between working memory and attentional selection reflects a default property of the brain which is hardwired in overlapping substrates for memory and perception. They further argue that the neuroanatomical substrates for working memory biases in vision are distinct from the classical fronto-parietal networks involved in attentional control and distinct from the mechanisms that mediate attention biases from long-term memory. Finally the authors present emerging evidence that working memory ‘guiding’ processes may operate outside conscious awareness.
APA, Harvard, Vancouver, ISO, and other styles
19

Ganeri, Jonardon. Working Memory and Attention. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198757405.003.0010.

Full text
Abstract:
Increasingly it is recognized that selection is not the only function of attention; rather, ‘attention gates what comes to be encoded into short-term memory, helps maintain information in short-term memory, and dynamically modulates the information being maintained’ (Nobre and Kastner 2014: 1215; my italics). Recent empirical literature affirms the existence of early and late selective attention as distinct attentional phenomena but points to a dissociation between selective attention of either sort and maintenance of information in working memory. This chapter will demonstrate that the Buddhist concept of javana ‘running’ is a concept of working memory and that all the processes in Buddhaghosa’s pathway to consciousness are associated with functional roles that are actually realized by recognized entities in psychology and neuroscience.
APA, Harvard, Vancouver, ISO, and other styles
20

Linson, Adam, and Eric F. Clarke. Distributed cognition, ecological theory and group improvisation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0004.

Full text
Abstract:
This chapter proposes a way to understand the social, distributed and ecological underpinnings of improvised musical activity. It argues that significant aspects of collaborative performance may arise from perceptual, cognitive and action-orientated factors, in relation to prior experience and the broader historical and cultural context. The chapter illustrates ways in which each improviser in a collaboration may attune to different aspects of the circumstances, with idiosyncratic perceptions of the available affordances guided by attentional processes, physical aspects of the human body and musical instrument, and associations with prior experience. The experience of each musician in a collaborative improvisation thus both overlaps with and diverges from those of other musicians in the ensemble. These divergences are as important as the common ground, and are thus essential to any plausible and comprehensive account of collaborative improvisation.
APA, Harvard, Vancouver, ISO, and other styles
21

Summerfield, Christopher, and Tobias Egner. Attention and Decision-Making. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.018.

Full text
Abstract:
This chapter reviews formal models of the decision process in humans and other primates, and discusses divergent accounts of how attention might intervene to bias or facilitate judgements about sensory stimuli. The review covers established decision-theoretic models, such as signal detection theory and serial sampling models, and other computational accounts that draw upon psychophysical and neurobiological mechanisms of early vision. It considers whether such decisions are limited by attentional capacity, or by noise, as suggested by normative models of choice. The authors revisit a debate concerning whether attention acts to boost inputs, enhance activity, or reduce noise. Finally, the authors consider the relationship between attention and expectation in perceptual decision-making.
APA, Harvard, Vancouver, ISO, and other styles
22

Hannula-Sormunen, Minna M. Spontaneous Focusing On Numerosity and its Relation to Counting and Arithmetic. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.018.

Full text
Abstract:
This chapter reviews recent research investigating children’s Spontaneous Focusing On Numerosity (SFON) and considers the role it might play in the development of counting and arithmetical skills. SFON refers to a process of spontaneously (i.e. not prompted by others) focusing attention on the exact number of a set of items or incidents. This attentional process triggers exact number recognition and using the recognized exact number in action. The chapter describes how SFON tendency can be assessed, and suggests the measures of it to be indicators of the amount of a child’s self-initiated practice in using exact enumeration in his or her natural surroundings. The studies show that SFON tendency in early childhood is positively and domain-specifically related to the development of numerical skills up to the end of primary school. Promoting SFON tendency could be a potential way of preventing learning difficulties in mathematics.
APA, Harvard, Vancouver, ISO, and other styles
23

Domhoff, G. William. Dreaming Is an Intensified Form of Mind-Wandering, Based in an Augmented Portion of the Default Network. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.7.

Full text
Abstract:
This chapter argues that dreaming is an intensified form of mind-wandering that makes use of embodied simulation. It further hypothesizes that the neural network that enables dreaming is very likely an augmented portion of the default network. This network is activated whenever there is (1) a mature and intact neural substrate that can support the cognitive process of dreaming; (2) an adequate level of cortical activation; (3) an occlusion of external stimuli; (4) a cognitively mature imagination system (a necessity indicated by the virtual lack of dreaming in preschoolers and its relative paucity until ages 8–9); and (5) the loss of conscious self-control, which may be neurologically mediated in the final step in a complex process by the decoupling of the dorsal attentional network from the anterior portions of the default network. If this testable theory proves to be correct, then dreaming may be the quintessential cognitive simulation.
APA, Harvard, Vancouver, ISO, and other styles
24

Schjødt, Uffe, and Jeppe Sinding Jensen. Depletion and deprivation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0015.

Full text
Abstract:
Religious beliefs represent striking examples of culturally transmitted ideas that guide individual metacognition. This chapter examines how religious practices facilitate the adoption of such beliefs. Beginning with the two simple assumptions that effective metacognition requires (1) considerable attentional and executive resources and (2) access to interpretive frameworks, it is noted that these vary across contexts. Many characteristic features of religious practices appear to limit the cognitive resources required for individual metacognition. It is proposed that such features may in fact be designed to facilitate the adoption of a shared metacognition. Using a predictive coding framework, two pathways for this process are analyzed: depletion and deprivation. Finally, the philosophical implications for social functional accounts of shared metacognition are discussed in light of human evolution.
APA, Harvard, Vancouver, ISO, and other styles
25

Zanto, Theodore P., and Adam Gazzaley. Attention and Ageing. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.020.

Full text
Abstract:
This chapter addresses how normal ageing may affect selective attention, sustained attention, divided attention, task-switching, and attentional capture. It is not clear that all aspects of attention are affected by ageing, especially once changes in bottom-up sensory deficits or generalized slowing are taken into account. It also remains to be seen whether deficits in these abilities are evident when task demands are increased. Age-based declines have been reported during many tasks with low cognitive demands on various forms of attention. Fortunately, the older brain retains plasticity and cognitive training and exercise may help reduce negative effects of age on attention. Although no single theory of cognitive ageing may account for the various age-related changes in attention, many aspects have been taken into account, such as generalized slowing, reduced inhibitory processes, the retention of performance abilities via neural compensation, as well as declines in performance with increased task difficulty.
APA, Harvard, Vancouver, ISO, and other styles
26

Hammond, Christopher J., Marc N. Potenza, and Linda C. Mayes. Development of Impulse Control, Inhibition, and Self-Regulatory Behaviors in Normative Populations across the Lifespan. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0082.

Full text
Abstract:
Impulsivity represents a complex multidimensional construct that may change across the lifespan and is associated with numerous neuropsychiatric disorders including substance use disorders, conduct disorder/antisocial personality disorder, and traumatic brain injury. Multiple psychological theories have considered impulsivity and the development of impulse control, inhibition, and self-regulatory behaviors during childhood. Some psychoanalytic theorists have viewed impulse control and self-regulatory behaviors as developing ego functions emerging in the context of id-based impulses and inhibitory pressures from the superego. Object relationists added to this framework but placed more emphasis on mother–child dyadic relationships and the process of separation and individuation within the infant. Cognitive and developmental theorists have viewed impulse control and self-regulation as a series of additive cognitive functions emerging at different temporal points during childhood and with an emphasis on attentional systems and the ability to inhibit a prepotent response. Commonalities exist across all of these developmental theories, and they all are consistent with the idea that the development of impulse control appears cumulative and emergent in early life, with the age range of 24–36 months being a formative period. Impulsivity is part of normal development in the healthy child, and emerging empirical data on normative populations (as measured by neuropsychological testing batteries, self-report measures, and behavioral observation) suggest that impulse control, self-regulation, and other impulsivity-related phenomena may follow different temporal trajectories, with impulsivity decreasing linearly over time and sensation seeking and reward responsiveness following an inverted U-shaped trajectory across the lifespan. These different trajectories coincide with developmental brain changes, including early maturation of subcortical regions in relation to the later maturation of the frontal lobes, and may underlie the frequent risk-taking behavior often observed during adolescence.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography