About distraction: Cognitive control processes in the service of distraction resistance

关于分心：用于抵抗分心的认知控制过程

• 批准号: ES/L00710X/1
• 负责人: Dylan Jones
• 金额: $ 46.03万
• 依托单位: CARDIFF UNIVERSITY
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2014
• 资助国家: 英国
• 起止时间: 2014 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FL00710X%2F1
• 关键词: About; distraction; Cognitive; control; processes

Whether in the form of music, environmental sounds or human speech, auditory distraction accompanies substantial parts of our everyday activities, including learning and remembering. Laboratory and field studies have shown that this makes a material difference to performance. We also know that this occurs even when the sound is not loud - effects just above the threshold of audibility may be just as disruptive as loud sound. In particular, a broad spectrum of memory processes is disrupted by the presence of irrelevant sound. However, nearly all previous research has worked on the assumption that the individual is a passive agent in these circumstances and has no control over how or if the sound impacts upon performance. Only recently has the issue of whether people can and do spontaneously counteract the negative effects of auditory distraction arisen. Do people modify their behaviour under conditions of auditory distraction to attain memory performance equivalent to performance in the absence of distraction, or does the presence of distraction also interfere with such strategies? The present project aims at answering this question. Decades of research in the area of metamemory has revealed a wealth of strategies people can deploy to control their memory performance. Most obviously, people can decide for how long they wish to study to-be-remembered material, with longer study times leading to better memory performance. Other widely investigated learning strategies pertain to spacing (vs. massing) of study episodes and deep semantic elaboration of the study material. Strategies to enhance the quality of memory output can also be employed at retrieval, for example withholding information that may be inaccurate, and controlling the length of a memory search. All of these strategies could, in principle, be deployed in the presence of auditory distraction to mitigate its disruptive effects. However, whenever people are free to control their encoding and retrieval operations, they could also use this freedom maladaptively. For example, when auditory distraction is present people could extend their study times to compensate for the disruptive effect of distraction or they could shorten their study times, reducing memory performance even further. It remains to be established whether the effective deployment of strategies used to study and retrieve information from memory serves to compensate for the negative effects of auditory distraction or whether it is itself impaired by auditory distraction, leading to an even more pronounced memory impairment.The results of the research are important for our understanding of people's functioning in the presence of auditory distraction and, as such, have important consequences for our understanding of the processes contributing to performance in settings as diverse as classrooms, offices, call centres, or, more generally, any working environment, including safety-critical environments. Importantly, the results of this project will also contribute to our general understanding of the governance of mental operations. The project will provide us with information on the extent to which people are capable and willing to modify learning and retrieval strategies when performance is under threat from sources of potential distraction.

无论是以音乐的形式，环境声音还是人类的言语，听​​觉分心都伴随着我们日常活动的大量部分，包括学习和记忆。实验室和现场研究表明，这对性能产生了重大影响。我们还知道，即使声音不大声，也会发生这种情况 - 效果恰好高于听觉性的阈值，可能与大声声音一样破坏性。特别是，存在不相关的声音的存在破坏了广泛的记忆过程。但是，几乎所有先前的研究都在假设下，在这种情况下，个人是被动的代理，无法控制声音对性能的影响或是否影响性能。直到最近，人们才能自发地抵消听觉分散注意力的负面影响。人们是否在听觉干扰条件下修改其行为，以达到相当于表现的记忆表现，或者分心的存在也会干扰这种策略？本项目旨在回答这个问题。数十年来，在Metamemory领域进行了研究，揭示了人们可以部署许多策略来控制其记忆性能。最明显的是，人们可以决定他们希望学习多长时间来记忆的材料，并且学习时间较长，从而可以提高记忆力的表现。其他广泛研究的学习策略与研究材料的研究发作的间隔（相对于质量）以及对研究材料的深度语义阐述。提高内存输出质量的策略也可以在检索中采用，例如扣留可能不准确的信息并控制内存搜索的长度。原则上，所有这些策略都可以在听觉分散注意力的情况下部署以减轻其破坏性影响。但是，每当人们自由控制其编码和检索操作时，他们也可能会不适时使用这种自由。例如，当听觉分心的人出现时，人们可以延长学习时间以弥补分心的破坏性效果，或者可以缩短学习时间，从而进一步降低记忆力的表现。是否有效地部署用于弥补听觉分散注意力的负面影响的有效部署是否有效部署用于弥补听觉分散注意力的负面影响或是否会受到听觉干扰的损害，从而导致更明显的记忆力障碍，这对于我们对人们的理解而导致我们的良好的理解，这是我们对效果的重要性，从而使人们的理解是重要的，从而使我们的理解是重要的，从而使我们的理解是重要的，从而使我们的理解是重要的，从而使我们的理解是重要的，从而使我们的理解是如此重要教室，办公室，呼叫中心，或更一般的任何工作环境，包括关键安全环境。重要的是，该项目的结果还将有助于我们对心理操作治理的一般理解。该项目将为我们提供有关人们在绩效受到潜在分心的威胁时的能力和愿意修改学习和检索策略程度的程度的信息。

项目成果

Negative priming in free recall reconsidered.

• DOI: 10.1037/xlm0000192
• 发表时间: 2016-05
• 期刊: Journal of experimental psychology. Learning, memory, and cognition
• 作者: Hanczakowski M;Beaman CP;Jones DM
• 通讯作者: Jones DM

The effects of distraction on metacognition and metacognition on distraction: evidence from recognition memory.

• DOI: 10.3389/fpsyg.2014.00439
• 发表时间: 2014
• 期刊: Frontiers in psychology
• 影响因子: 3.8
• 作者: Beaman CP;Hanczakowski M;Jones DM
• 通讯作者: Jones DM

The dissociations of confidence from accuracy in forced-choice recognition judgments

强制选择识别判断中信心与准确性的分离

• DOI: 10.1016/j.jml.2020.104189
• 发表时间: 2021
• 期刊: Journal of Memory and Language
• 影响因子: 4.3
• 作者: Hanczakowski M

Metacognitive control over memory processes under auditory distraction

听觉干扰下记忆过程的元认知控制

• 发表时间: 2014
• 作者: Jones D M

Metamemory in a familiar place: The effects of environmental context on feeling of knowing.

• DOI: 10.1037/xlm0000292
• 发表时间: 2017-01
• 期刊: Journal of experimental psychology. Learning, memory, and cognition
• 作者: Hanczakowski M;Zawadzka K;Collie H;Macken B
• 通讯作者: Macken B