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Дисертації з теми "Attentional learning"

Автор: Grafiati

Опубліковано: 11 березня 2023

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1

Vatterott, Daniel Brown. "Learning to overcome distraction." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1784.

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Complex behaviors require selectively attending to task-relevant items, and ignoring conspicuous, irrelevant items. For example, driving requires selectively attending to other cars on the road while ignoring flashing billboards. Dominant models of attentional control posit that we avoid distraction by biasing attention towards task-relevant items, and our ability to avoid distraction depends on the strength and specificity of this bias. I find that a strong, specific bias towards task-relevant items is insufficient for preventing distraction. Instead, preventing distraction also requires past

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2

Chih-Ta, Tai. "Some neural bases of attentional learning." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670291.

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3

Rowland, L. "Attentional processes in implicit sequence learning." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1446102/.

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Анотація:

Recent conceptualisations of human learning and memory have drawn a distinction between conscious (explicit) and unconscious (implicit) processing modes (e.g., Clark & Squire, 1998). In line with this dichotomy, researchers have suggested that implicit learning is accomplished by automatic mechanisms that acquire information incidentally (Jimenez, 2003). Concordant with classical definitions of automaticity (Schneider & Shiffrin, 1977), the present thesis investigates whether implicit learning can be distinguished by its propensity to operate without placing demands on attentional resources an

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4

Lam, W. K., and 林永佳. "The attentional demands of implicit motor learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182207.

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5

Lam, W. K. "The attentional demands of implicit motor learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182207.

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6

Cosman, Joshua Daniel. "Task-specific learning supports control over visual distraction." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2845.

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Анотація:

There is more information in the visual environment than we can process at a given time, and as a result selective attention mechanisms have developed that allow us to focus on information that is relevant to us while ignoring information that is not. It is often assumed that our ability to overcome distraction by irrelevant information in the environment requires conscious, effortful processing, and traditional theories of selective attention have emphasized the role of an observer's explicit intentions in driving this co

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7

Sheikh, Rohani Saeid. "Acquiring fear and threat related attentional biases through informational learning." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38613/.

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Research has found that threat related attentional biases towards novel animals can be induced in children by giving threat information about the animals. Naturally occurring (i.e. non-induced) threat related attentional biases have also been found in both children and adults in the past research. The naturally occurring threat stimuli mainly include phobia stimuli and the threat stimuli that are assumed to have evolutionary roots (e.g., threatening facial expressions, and poisonous animals). In the present research, induced and naturally occurring threat related attentional biases were invest

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8

Tharp, Ian James. "The effect of personality on attentional strategy in category learning." Thesis, Goldsmiths College (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499975.

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This thesis explores the mediating effects of personality on attention and performance during the learning of novel categories. Major theories of category learning emphasise the role of dopamine on a variety of processes engaged during such learning. Two core personality domains, namely extraversion and a cluster of traits collectively termed impulsive, anti-social, sensation seeking (ImpASS) were considered These personality traits were of interest because it has been suggested that their biological basis may partly reflect variation in dopaminergic neurotransmission. Schizotypal personality,

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9

Micucci, Antonia <1989&gt. "Rejecting emotional distractors: experience-mediated attentional learning and motivational relevance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8896/1/tesi%20antonia%20micucci.pdf.

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Survival depends on the ability to rapidly detect emotionally significant stimuli, and adapt one's behavior accordingly. When an emotional stimulus occurs, attention is involuntarily diverted to it, causing a disruption in performance in a concurrent task. Emotional distractors not only capture attention but also engage cortico-limbic motivational systems. In terms of cortical responses, it is well established that emotional pictures elicit a larger late positive potential (LPP) than neutral ones. The behavioral interference and emotional modulation of the LPP have been interpreted as evidence

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10

Ostrowski, Erik Jon. "THE INFLUENCE OF SELF-REGULATED ATTENTIONAL FOCUS ON MOTOR SKILL LEARNING AND PERFORMANCE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/901.

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The advantages of an external focus of attention are very consistent within the motor learning literature. That is, focusing on cues external to the body while performing a task will allow for greater motor skill learning and performance benefits compared to focusing internally. Likewise, there is a vast consistency within the self-regulated learning literature. Individuals that are allowed to alter or adjust a certain characteristic of their practice environment have consistently performed significantly better than individuals following a predetermined practice arrangement mirroring the sc

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11

Peterson, Scott Alan. "Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29861.

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12

Qwillbard, Tony. "Less information, more thinking : How attentional behavior predicts learning in mathematics." Thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100999.

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It has been shown in experiments that a method of teaching where students are encouraged to create their own solution methods to mathematical problems (creative mathematically founded reasoning, CMR) results in better learning and proficiency than one where students are provided with solution methods for them to practice by repetition (algorithmic reasoning, AR). The present study investigated whether students in an AR practice condition pay less attention to information relevant for mathematical problem solving than students in a CMR condition. To test this, attentional behavior during practi

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13

Carelse, Bernadette. "Children's experiences of learning mindfulness to help develop their attentional skills." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3041/.

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Introduction This research explored children’s experiences of learning mindfulness to help develop their attentional skills. Mindfulness is a quality of awareness that may be developed by purposefully cultivating an open, curious attitude of acceptance with which to attend to events in the present moment (Bishop et al., 2004; Kabat-Zinn, 2003). Certain practices may help cultivate this state. Literature Review Practicing mindfulness has been shown to improve attention and well-being and decrease depression. Mindfulness practices may also help adolescents with attentional difficulties (van der

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14

Kirk, Karen S. "Relations between measures of attention and memory in the assessment of children with attentional difficulties." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1203.

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Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains xi, 156 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-136).

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15

Do, Carmo Blanco Noelia. "Attention and associative learning : from neural correlates to psychophysics." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30017.

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L’apprentissage des relations entre événements dans notre environnement nous permetd’anticiper des futures cibles et guide notre comportement. Une partie de cet apprentissage alieu sans intention, i.e. implicitement. Notre capacité limitée de traitement, qui contraste avec larichesse de notre environnement, impose la sélection d’une partie des informations sensorielles.Quels stimuli sont donc sélectionnés quand on apprend des associations ? Dans quelle mesurel’apprentissage sollicite des ressources attentionnelles ? Cette thèse porte sur les interactionsentre l’attention et l’apprentissage ass

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16

Alami, Arya. "EFFECTS OF CHANGING ATTENTIONAL FOCUS REMINDER RATES ON LEARNING TO THROW DARTS." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/390.

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The purpose of the study was to examine the effects of an external focus of attention on the learning of dart throwing at three different focus reminder frequencies (every two, every four and every ten trials). Twenty-four male and female subjects were randomly assigned to one of three groups. Subjects threw darts at a circular target 60 times over two days while getting a reminder of their intended external focus at the three different reminder frequencies. Five-day delayed retention and transfer tests were conducted to assess learning, each consisting of five trials. The target was compr

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17

Nolan, Russell Patrick. "An External Focus of Attention Enhances Isometric Wall Sit Endurance Time: A Quantitative and Qualitative Analysis of the Attentional Focus Effect." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/590.

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Recently, attentional focus studies involving force production have demonstrated that when participants focused externally motor units were recruited more efficiently and muscular communication was enhanced. When participants focused internally, however, increased "noise" was incorporated into the neuromuscular system resulting in energy waste. The present study explored the effects of an external or internal focus of attention in the isometric wall sit endurance test. Since motor unit recruitment is more efficient under an external focus, it was hypothesized that participants (n = 23) would h

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18

Ayan, Duygu. "Effects Of Internal, External And Preference Of Attentional Focus Feedback On Learning Volleyball." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608959/index.pdf.

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The purpose of this study was to examine the effects of internal and external focus feedback and their preference on skill learning at age of 12-13 years. Internal focus feedback related with body movements, whereas external focus feedbacks related with movement effects. As a task &ldquo<br>tennis&rdquo<br>service in volleyball was used for both acquisition and retention measurements. The subjects (N=78) were randomly assigned to three groups which were internal focus feedback group (IFF), external focus feedback group (EFF) and preference groups (PF). To promote learning three practice days a

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19

Leganes, Fonteneau Mateo. "Attentional, hedonic and interoceptive correlates of implicit processes in addiction : a learning perspective." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81901/.

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20

Honeycutt, Hunter Gibson. "Prenatal Perceptual Experience and Postnatal Perceptual Preferences: Evidence for Attentional-Bias in Perceptual Learning." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/36148.

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Previous studies have indicated that concurrent multimodal stimulation can interfere with prenatal perceptual learning. However, the nature and extent of this interference is not well understood. This study further assessed this issue by exposing three groups of bobwhite quail embryos to (a) no unusual prenatal stimulation, (b) a bobwhite maternal call, or (c) a maternal call + light compound in the period prior to hatching. Experiments differed in terms of the types of stimuli presented during postnatal preference tests (Exp 1 = familiar call vs. unfamiliar call; Exp 2 = familiar compound v

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21

Grieve, Kirsty. "Attentional deficits following severe closed head injury and in chronic pain : a comparative study." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362635.

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22

O'Hanlon, Catherine Grace. "Learning in context : linguistic and attentional constraints in the learning of colour and shape terms by three-year-olds." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429283.

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23

Garner, Megan R. "Comparing the effects of internal and external attentional focus when learning the volleyball float serve." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1398718.

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Анотація:

Motor learning and attentional focus have been examined quite extensively; however, results regarding the best type of attentional focus for novice learners are equivocal. The purpose of the current study was to determine which type of attentional focus is most beneficial over extended practice phases when learning the complex skill of the volleyball serve. Three novice learners who had no prior formalized training in the sport of volleyball completed 240 service trials over eight days after an initial baseline phase. A single-subject design with alternating treatments was employed in this stu

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24

Cockerham, Deborah Pyle. "The Impact of an Inquiry-Based Learning Curriculum upon Digital Awareness and Well-Being among Adolescents with Learning and Attentional Disabilities." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609162/.

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This study investigates the effectiveness of an inquiry-based learning curriculum for middle school students with learning and/or attentional disabilities (LD and/or ADHD). The main questions asked were: To what extent can an inquiry-based learning curriculum focused on digital responsibility impact: (1) well-being; (2) smartphone usage; and (3) smartphone awareness among adolescents with LD and/or ADHD? Fifty middle school participants with LD and/or ADHD were divided into two groups, an experimental group and a control group. Findings showed a significant increase both in positive affect and

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25

Monte, Ordoño Julia 1989. "Neural mechanisms of abstract rule changes in speech : exploring phonologic and attentional constraints." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664264.

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L’extracció de regles de la parla és crucial per a l’adquisició del llenguatge. La present dissertació estudia el mecanisme d’aprenentatge de regles explorant com el cervell detecta regularitats rellevants dins del senyal lingüístic. Per tal de donar resposta a aquesta pregunta he seguit tres línies de recerca. En primer lloc m’he centrat en la detecció de canvis, tant superficials com estructurals, de les regles lingüístiques. Mitjançant l’estudi dels potencials evocats, aquesta primera línia explora les respostes neuronals desencadenades després d’una violació estructural. En segon lloc, he

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26

Banks, Stephen David. "Distal and proximal attentional focus effects on the performance of closed and open continuous motor skills." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15919.

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Attentional focus research has reliably demonstrated that an external (beyond the body) focus is superior in terms of skill performance, retention and transfer relative to an internal conscious focus on movement mechanics. This thesis extends current knowledge by evaluating the impact of external focus distance on the performance of continuous skills in an applied context. Specifically, two external focus points of different distances were compared to an undirected attention condition. Three separate studies were conducted using different kayak sprinting disciplines; two of these took place in

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27

Jennings, Michael. "Effect of Attentional Capture and Cross-Modal Interference in Multisensory Cognitive Processing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4793.

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Despite considerable research, the effects of common types of noise on verbal and spatial information processing are still relatively unknown. Three experiments, using convenience sampling were conducted to investigate the effect of auditory interference on the cognitive performance of 24 adult men and women during the Stroop test, perception of object recognition and spatial location tasks, and the perception of object size, shape, and spatial location tasks. The data were analyzed using univariate analysis of variance and 1-way multivariate analysis of variance. The Experiment 1 findings ind

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28

McAlister, Robert Barron Fischman Mark G. "The effects of attentional focus instructions on simulated upper extremity amputees' movement kinematics when learning a novel functional task." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/MCALISTER_ROBERT_20.pdf.

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29

Dawson, Colin Graham. "Domain-Sensitive Tuning of Relational Generalization in the First Year of Life." Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193275.

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Two age groups of infants were tested for their ability to learn an AAB or ABA repetition generalization in sequences of musical chords. The 4-month-olds, but not the 7.5-month-olds, successfully learned the generalization. Another group of 7.5-month-old infants successfully learned a generalization across melodies that all ended on a particular scale degree, even though the key of the melodies was varied. A survey of a musical corpus of children's songs reveals that AAB and ABA patterns do not occur more frequently than chance, while phrases frequently end on particular scale degrees. Tog

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30

Lancaster, Claire. "Apolipoprotein ε4 and attentional control : understanding the trajectory of cognitive ageing from mid-life". Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73536/.

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The greatest genetic factor in how well we age cognitively is Apolipoprotein E (APOE), a single nucleotide polymorphism with three allelic variants: epsilon-2, epsilon-3 and epsilon-4 (hereafter ε2, ε3, ε4). The ε4 allele is associated with an increased risk of cognitive disadvantage in later life, however, the effects of this variant are not isolated to old-age, with some studies reporting cognitive advantages in youth. This thesis investigates the influence of APOE ε4 on cognition from mid-adulthood, a point in the lifespan when the detrimental effects of this allele may be emerging. This th

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31

Sced, Michelle Louise. "The effects of sustained attentional deficits on learning and explicit memory for stimuli unrelated to trauma in posttraumatic stress disorder /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09HS/09hss289.pdf.

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32

Crofts, Harriet Sarah. "Methodology for the repeated assessment of cognitive and physiological parameters within a home cage environment in the common marmoset (Callithrix jacchus) : assessment of repeated attentional set shifting and the sleep electroencephalogram." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299537.

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33

Herrlinger, Simone [Verfasser], Detlev [Akademischer Betreuer] Leutner, and Joachim [Akademischer Betreuer] Wirth. "Multimedia learning in primary schools : multimedia effects, modality effects and attentional guidance / Simone Herrlinger. Gutachter: Detlev Leutner ; Joachim Wirth. Betreuer: Detlev Leutner." Duisburg, 2012. http://d-nb.info/1024851907/34.

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34

Fathi, Alireza. "Learning descriptive models of objects and activities from egocentric video." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48738.

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Recent advances in camera technology have made it possible to build a comfortable, wearable system which can capture the scene in front of the user throughout the day. Products based on this technology, such as GoPro and Google Glass, have generated substantial interest. In this thesis, I present my work on egocentric vision, which leverages wearable camera technology and provides a new line of attack on classical computer vision problems such as object categorization and activity recognition. The dominant paradigm for object and activity recognition over the last decade has been based on usi

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35

Kuhns, Anna Blues [Verfasser], Simone [Gutachter] Vossel, Jutta [Gutachter] Stahl, and Ralph [Gutachter] Weidner. "Learning under uncertainty in the young and older human brain: Common and distinct mechanisms of different attentional and intentional systems / Anna Blues Kuhns ; Gutachter: Simone Vossel, Jutta Stahl, Ralph Weidner." Köln : Universitäts- und Stadtbibliothek Köln, 2020. http://d-nb.info/1213023602/34.

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36

Tiraboschi, Gabriel Arantes. "Resolução temporal de videogames de ação e seus efeitos em tarefas visuais." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-20062017-181443/.

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Existem evidências que jogar videogames de ação (AVG) aperfeiçoa habilidades perceptuais, atentivas e cognitivas, como por exemplo, recuperação mais rápida da atenção visual e aprimoramento das dinâmicas temporais da percepção visual. Estudos correlacionais sugerem que estes aprimoramentos temporais se aplicam também ao processamento visual de baixa ordem, contudo evidências mais contundentes são necessárias. Ademais, no campo da multimídia computacional estudos apontam que a resolução temporal na qual o videogame é apresentado na tela, correspondente a taxa de quadros por segundo (QPS), afeta

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37

Morgan, Arthur Vance IV. "A study of the effects of attribution retraining and cognitive self-instruction upon the academic and attentional skills, and cognitive-behavioral trends of elementary-age children served in self-contained learning disabilities programs." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618346.

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The purpose of this study was to investigate the integration of an attribution retraining program and a cognitive self-instruction procedure as a means of improving the academic performance and component attentional skills and modifying the cognitive-behavioral beliefs and behaviors of elementary-age children served in self-contained learning disabilities (SCLD) programs.;Subjects were 77 children, 10-13 years of age, served in public school SCLD programs. A primary group (n = 27) received attributional retraining and cognitive self-instruction, a secondary group (n = 25) cognitive self-instru

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38

Zhang, Dapeng [Verfasser], and Bernhard [Akademischer Betreuer] Nebel. "Switching Attention Learning." Freiburg : Universität, 2011. http://d-nb.info/112346622X/34.

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39

Féréol, Philippe. "Pédagogie du numérique en anglais L2 dans l'enseignement secondaire professionnel : reconstruire, remotiver, remédier." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30018/document.

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Le 21ème siècle est considéré comme l’âge du numérique. Les TIC sont devenus des outils identitaires d’une génération désormais définie comme « native du numérique » (angl. digital natives). Equiper les établissements secondaires en matériels coûteux devient une nécessité pour faire face aux besoins nouveaux de la société. Les ressources numériques, qui ont complété puis évincé le manuel et ses périphériques traditionnels, demeurent un atout incontournable pour l’apprentissage d’une langue vivante étrangère, grâce à des contenus linguistiques et culturels le plus souvent authentiques, qui favo

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40

Smith, Pauline. "Étude transnosographique de l'obsession et de la compulsion dans le trouble obsessionnel compulsif et l'addiction à la cocaïne." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUS211.

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L’addiction à la cocaïne et le trouble obsessionnel compulsif sont deux maladies psychiatriques qui ont des conséquences graves. Elles présentent des symptômes communs, notamment des préoccupations obsessionnelles et des comportements compulsifs. Le but de ce travail a été d’explorer les processus sous-jacents à ces deux dimensions, obsession et compulsion, au travers de ces deux maladies, et leur évolution chez des patients en rémission. Pour cela, nous avons utilisé deux types de tâches expérimentales : la tâche de Stroop émotionnelle nous a permis d’étudier l’influence sur les processus att

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41

Asriel, Melanie Waldrop. "Aging and Selective Attention in Causal Learning." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1085.

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This study investigated age differences in generalization of causal value employing similarity as a cue to causality. Exemplars from six food categories (A+, B-, C+, D-. E+, F-) were presented to both young and older adults in two contiguous training phases. Training Phase 1 included exemplars from categories A+, B-, C+, D-. Training Phase 2 included exemplars from A+, B-, E+, F-. Foods in the “+” categories were paired with an outcome of sickness and foods in the “-” categories were not paired with sickness. Tests of causal judgment and exemplar recognition were conducted. For causal judgment

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42

Horn, Robert R. "Visual attention and information in observational learning." Thesis, Liverpool John Moores University, 2003. http://researchonline.ljmu.ac.uk/5624/.

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43

Chen, Wei. "Essays on Learning, Decision-making and Attention." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491925104416652.

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44

Garforth, Jason P. "Executive attention, action selection and attention-based learning in neurally controlled autonomous agents." Thesis, Open University, 2006. http://oro.open.ac.uk/22333/.

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I describe the design and implementation of an integrated neural architecture, modelled on human executive attention, which is used to control both automatic (reactive) and willed action selection in a simulated robot. The model, based upon Norman and Shallice's supervisory attention system, incorporates important features of human attentional control: selection of an intended task over a more salient automatic task; priming of future tasks that are anticipated; and appropriate levels of persistence of focus of attention. Recognising that attention-based learning, mediated by the limbic system

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45

Foner, Leonard Newton. "Paying attention to what's important : using focus of attention to improve unsupervised learning." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/61082.

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46

Knutson, James Foster. "Learning facilitation through intercorrelated cues." Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/28783.

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47

McAuliffe, Michael. "Attention and salience in lexically-guided perceptual learning." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54152.

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Psychophysical studies of perceptual learning find that perceivers only improve the accuracy of their perception on stimuli similar to what they were trained on. In contrast, speech perception studies of perceptual learning find generalization to novel contexts when words contain a modified ambiguous sound. This dissertation seeks to resolve the apparent conflict between these findings by framing the results in terms of attentional sets. Attention can be oriented towards comprehension of the speaker’s intended meaning or towards perception of a speaker’s pronunciation. Attention is proposed to

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48

Yu, Angela Jie. "Ach and NE : Bayes, uncertainty, attention and learning." Thesis, University College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417108.

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49

Singh, J. P., A. Kumar, Nripendra P. Rana, and Y. K. Dwivedi. "Attention-based LSTM network for rumor veracity estimation of tweets." Springer, 2020. http://hdl.handle.net/10454/17942.

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Yes<br>Twitter has become a fertile place for rumors, as information can spread to a large number of people immediately. Rumors can mislead public opinion, weaken social order, decrease the legitimacy of government, and lead to a significant threat to social stability. Therefore, timely detection and debunking rumor are urgently needed. In this work, we proposed an Attention-based Long-Short Term Memory (LSTM) network that uses tweet text with thirteen different linguistic and user features to distinguish rumor and non-rumor tweets. The performance of the proposed Attention-based LSTM mo

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Greco, Claudio. "Transfer Learning and Attention Mechanisms in a Multimodal Setting." Doctoral thesis, Università degli studi di Trento, 2022. http://hdl.handle.net/11572/341874.

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Humans are able to develop a solid knowledge of the world around them: they can leverage information coming from different sources (e.g., language, vision), focus on the most relevant information from the input they receive in a given life situation, and exploit what they have learned before without forgetting it. In the field of Artificial Intelligence and Computational Linguistics, replicating these human abilities in artificial models is a major challenge. Recently, models based on pre-training and on attention mechanisms, namely pre-trained multimodal Transformers, have been developed. The

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