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Visual attention:
a psychologist’s perspective
          Dr Chris Atherton

          School of Psychology,
     University of Central Lancashire
your brain is lazy,
shallow, and easily
    distracted.
(but ultimately,
also hackable)
So what do you do?




            http://www.flickr.com/photos/stephangeyer/3020487807/sizes/o/
“so are you analysing me
       now, then?”
Chris Atherton at TCUK09
thinking
    perception
         attention
            memory
University of Central
     Lancashire
Chris Atherton at TCUK09
Preston
Andy
Where is the
educational merit ...
• ... in row after row of bullet points?
• Students are expected to sit there for
  two hours
• I get antsy if I don’t check Twitter for
  10 minutes
education as endurance event




            http://www.flickr.com/photos/infomatique/1800877044/
education needs to
      embrace
instructional design!
disclaimer: ‘education’
technical
 communication needs
to embrace psychology
modern psychology




http://www.gentlemansemporium.com/webimages/gallery_1850_gents.gif
Gestalt grouping
   principles
continuity
similarity
proximity
9-dot problem
3

2       4




    1
                start here
there is no square!
we group objects faster
 based on proximity ...
... than we do based on
      colour or shape




     (Quinlan & Wilton, 1998)
for what/where
decisions, the brain
   hacks itself!
what/where pathways
              where?

                  visual
                 cortex


               what?
farming out tasks to
separate pathways buys
more processing power
“attentionomics”
Chris Atherton at TCUK09
Experiment :
gloat
sprout
 bring
 their
bench
 stock
 train
whole
black
 trap
strap
slack
crack
 flap
wrap
wrack
glack
sprut
 slaff
 blup
 prib
kreeb
 frall
sowl
the “magic number 7”
        (± 2)


       (Miller, 1956)
magic number 4 ?


    (Cowan, 2001)
subitization
subitization
subitization
max. working
memory load:
 4-5 things
working memory
capacity is limited
 — but hackable.
cognitive load
  = amount of work
needed to understand
 or learn something
intrinsic cognitive load:
how inherently difficult
      something is
C
    B

                    D   B       C
        A

                            A
F
                E
extraneous cognitive load:
 extra work imposed by
   the thinking/learning
       environment
A has a reciprocal relationship
            with B and with C.

B       C   B has a reciprocal relationship
            with A but only receives incoming
            information from C
    A
            C has a reciprocal relationship
            with A but not with B, to which it
            feeds forward.
good instructional design
  is all about reducing
     extraneous load
the hack: farm out
work to the brain’s
different pathways
visual/auditory pathways

                      visual
                     cortex


auditory
 cortex
we LOVE audiovisual stimulation!




http://moviescreenshots.blogspot.com/
so why isn’t this any good?
does
                      pictures




   does language
(spoken or written)
Death by PowerPoint:

        bored
overloaded
... our research
Chris Atherton at TCUK09
http://identity20.com/media/OSCON2005/


http://randomfoo.net/oscon/2002/lessig/free.html
“why can’t education be
      like that?”
not just aesthetic!
study 1
(in the lab)
traditional bullet-points with occasional diagrams
sparse text only
sparse text with diagrams
identical auditory track
   in each condition
MCQ performance
9. If an advertising campaign has 60 Gross
Rating Points (GRPs), the advert could
reach:                                                traditional

   (a) 60% of the target audience once,

   
     or 15% of the audience four times


   (b) 30% of the target audience once,

   
      or 15% of the audience two times
                                                      sparse text

   (c) 30% of the audience twice,

   
      and 40% of the audience four times


   (d) 60% of the audience once,

   
      and 10% of the audience four times

                                                sparse text, graphics
... no difference
between groups
Essay answer
performance
What do you remember about the main part of the
 presentation? Please write as much as you can ...

 How advertising can be useful to a product but that there is a fine line
 between successful and negative advertising. Identified key factors
 affecting the success of advertising, such as exposure and an adverts
 relation to the product.
 Frequency of exposure can have a detrimental effect on the success of an
 advert. Consumers should be made aware of a product but not
 bombarded. Advertisers must concern themselves with selecting suitable
 mediums to reach desired audiences at the right frequency of risk the
 advert not affecting the consumer
number of themes written about   * = significant difference
In other words, slides that look like this:




help students learn better than slides that look like this:
study 2
(in the lecture theatre)
Again, students either saw slides like this ...




... or slides like this:
MCQ performance
    = same
Essay answer
performance
significant (p < .05)


no. of themes written about
                              7
                              6
                              5
                              4
                              3
                              2
                              1
                                  traditional      sparse
                                     slides        slides
either ...

(a) sparse slides lead to
fewer competing
attentional demands
or ...

(b) sparse visual cues
lead to better encoding
of information
implications for
instructional design
 and tech comms?
less is more!



   max. working
   memory load:
    4-5 things
split the load

              pictures



words
make the brain’s native
 skills work for you
your brain is lazy,
shallow, and easily
    distracted.
(but ultimately,
also hackable)
finiteattentionspan.wordpress.com

    Twitter: @finiteattention
Thank you to:
  Dr Andy Morley
   Olivia Mitchell
   Simon Bostock
TCUK 2009 committee

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