Electrophysiological aspects of selective attention during concept learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lynda Elizabeth Wilson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Herbert Wells

Abstract: Human visual evoked response changes to stimuli in a concept identification task were measured at the vertex and the occipital lobe in an attempt to investigate slow D. C. potential shifts as a function of hypothesis-testing behavior. It was found that when S shifted his hypothesis from one stimulus to another in the learning task, there was a corresponding increase in the positive D.C. potential from the previously hypothesized stimulus to the now-hypothesized one. Hypothesis-testing behavior was determined by a modified blank-trials procedure in which the stimuli of each trial occurred sequentially. The sequential presentation permitted the measurement of evoked potentials to each of four stimulus dimensions. In order to determine the effects of a motor response, each S had several reaction time and no reaction time problems. A non-parametric Sign Test indicated that there was a correspondence between S's behavioral response and D. C. shift changes (p < .01), especially at the vertex under the reaction time response. Further, an analysis of variance indicated that these changes in the slow positive potentials were related to responding to solution stimuli (p < .05).

Additional Information

Language: English
Date: 1971
Visual evoked response
Concept learning

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