Challenge and Error: Critical Events and Attention-Related Errors

Autor/inn/en	Cheyne, James Allan; Carriere, Jonathan S. A.; Solman, Grayden J. F.; Smilek, Daniel
Titel	Challenge and Error: Critical Events and Attention-Related Errors
Quelle	In: Cognition, 121 (2011) 3, S.437-446 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2011.07.010
Schlagwörter	Accidents; Learning Processes; Educational Environment; Partnerships in Education; Attention; Task Analysis; Investigations; Models; Conflict; Comparative Analysis; Cognitive Processes + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulpartnerschaft; Aufmerksamkeit; Aufgabenanalyse; Untersuchung; Analogiemodell; Konflikt; Cognitive process; Kognitiver Prozess
Abstract	Attention lapses resulting from reactivity to task challenges and their consequences constitute a pervasive factor affecting everyday performance errors and accidents. A bidirectional model of attention lapses (error [image omitted] attention-lapse: Cheyne, Solman, Carriere, & Smilek, 2009) argues that errors beget errors by generating attention lapses; resource-depleting cognitions interfering with attention to subsequent task challenges. Attention lapses lead to errors, and errors themselves are a potent consequence often leading to further attention lapses potentially initiating a spiral into more serious errors. We investigated this challenge-induced error [image omitted] attention-lapse model using the Sustained Attention to Response Task (SART), a GO-NOGO task requiring continuous attention and response to a number series and withholding of responses to a rare NOGO digit. We found response speed and increased commission errors following task challenges to be a function of temporal distance from, and prior performance on, previous NOGO trials. We conclude by comparing and contrasting the present theory and findings to those based on choice paradigms and argue that the present findings have implications for the generality of conflict monitoring and control models. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10