Literaturnachweis - Detailanzeige
| Autor/inn/en | Hodgetts, Helen M.; Jones, Dylan M. |
|---|---|
| Titel | Contextual Cues Aid Recovery from Interruption: The Role of Associative Activation |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 32 (2006) 5, S.1120-1132 (13 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| Schlagwörter | Cues; Context Effect; Time on Task; Task Analysis; Experimental Psychology; Visual Perception; Goal Orientation; Contingency Management; Operant Conditioning |
| Abstract | A series of experiments introduced interruptions to the execution phase of simple Tower of London problems and found that the opportunity for preparation before the break in task reduced the time cost at resumption. Retrieval of the suspended goal was facilitated when participants were given the opportunity to encode retrieval cues during an "interruption lag" (the brief time before engaging in the interrupting task) but was impeded when these visual cues were subsequently altered following interruption. The results provide useful support for the goal-activation model (E. M. Altmann & G. J. Trafton, 2002), which assumes that context--at the points of both goal suspension and goal retrieval--is critical to efficient interruption recovery. (Author). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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