University of Liverpool LPSY 322: Attention and Memory Research

This report investigates the influence of discriminatory attention on conceptual object priming and recognition, drawing upon research in cognitive psychology. The study examines how attention affects both implicit and explicit memory processes in young and older adults, exploring the role ...Read More

Discriminatory attention influences conceptual object priming and recognition
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Discriminatory attention influences conceptual object priming and recognition
Introduction
The paper looks at the inference of selective recognition at the computing of old
recognition memory and theoretical item priming in adult respondents who are above the age of
18 years. Implicit memory can be defined as a kind of indirect, unintended manifestation of
earlier occurrence, which is mostly brought out by exhibiting reparation priming. On the other
hand, repetition priming can be defined as an alteration in speed or accuracy during the process
of processing earlier encountered stimuli and comparing with stimuli which had not been
previously encountered taken into consideration that the incentives had not been experienced
there before (Ballesteros & Mayas, 2015).Priming can occur due to alterations in feedback bias
that does not change the overall precision.
The procedure of this experiment will involve encoding and memory testing between
phases with a short delay separation. In this experiment, encoding was being tested by the use of
two different tools. One green and the other in blue which was placed to the right and the other
on the left. Individuals participating in the study were provided with guidelines to observe. The
picture of a given color displayed, and after that, define the photos as either real or artificial.
Thereafter the participants of this experiment practiced an artificial/ natural arrangement work
with several unattended, several attended and new pictures.
Besides, while testing explicit memory individuals at encoding memorized the
accompanying photos and later classified the photos as either natural or artificial. After the
encoding process, the participants carried out an old or new recognition activity (Tanner,
Morgan‐Short & Luck, 2015). Both results were consistent; hence it was easy to establish that

conceptual item just like direct memory needed special concentration at the computing process.
At both age groups, significant priming was carried out, but the process was precise for the
pictures which were attended during the encoding process. Older adults were relatively slower as
compared to young adults but the two group's portrayed facilitation for accompanying images. It
is similar to past research where young individuals have been found to process a better
recognition memory as compared to older adults.
Literature review
On several occasions, implied memory has been differentiated with direct memory,
deliberate review of past occurrences or the conscious. It is well stated that direct memory
diminishes as one age. A decline in remembrance occurs at a later age and are said to be less
pronounced in longitudinal as compared to cross-sectional studies. Episodic memory has been
reported to involve bringing back a boost with specific information concerning the context in
which it was encountered. According to previous research, implied memory is conserved in
adults. However, some sources have reported there exist age differences in priming these sources
include (Tomporowski, McCullick, Pendleton & Pesce, 2015).
In previous literature, it is well established that conceptual and perceptual priming can be
dissociated. According to (Keller et al., 2017) direct memory tests laid their foundation on
theoretical activities which saw it necessary for the retention and extraction of the understanding
of spur. On the other hand, indirect test founded on perceptual processes recourse processing and
analysis of their main surface features. Selective concentration is defined as the activity of
bringing to center all materials on specific aspects of input or certain stimuli. Therefore, attended
resources are chosen and later broken down while ignored data is left out. Location of resources
between various distinct stimuli by altering the attention focus can be defined as divided

attention. At encoding, concentration is essential for episodic memory (Pichon, Rieger, &
Vuilleumier, 2012).
According to some previous studies that applied the divided attention par diagram, there
was a negative effect on the task performed by direct memory and a little effect on implied
memory examinations. However, according to a recent study and thoughtful analysis that
comprised of thirty-seven sizes sourced, empirical research displayed yet divided attention gave
out a minor but crucial negative implication implied memory (Setién-Suero et al., 2016). Studied
the possible alteration of implied memory by intended reconstruction and came up with a
conclusion showing that the outcomes failed to bear the theory that brought apart explicit
alterations cause concentration implication on the implied mind.
More research has shown that there exist considerable implications for words in an
implicit and explicit memory test. According to a recent survey conducted by (Fujiwara, Yassin
& Murai, 2015) showed that verbal generation is keener on divided attention at encoding. The
reason behind this is the use of a demanding distracting activity minimized priming at a
significant level. According to this literature, giving selective attention may give stronger effects
on memory that separated this attention. Therefore, manipulation of care is applied in the per
cent research showed a reduction in both explicit and implicit retention test outcomes (Barense et
al 2010).
Research in the lab that applied image stimuli intending to study the role played by
selective attention at encoding. The investigation was done in old and young adults who were
above 18 years of age. These studies looked at implicit memory with speeded item naming task
and fragment complication. Both of the activities are deemed to priming. However, giving names

to items is regarded to be more complex with both conceptual and perceptual outcomes to the
displayed priming outcomes (Provost, Hanganu & Monchi, 2015).
Perceptual restating of images is considered to be of less effect to limited attentional
resources as compared to explicit memory. However, both types of memory depend on attention
at computing level, in the past experiments over raping pictures encodings were used to study the
effect of sampled attention. Cognitively older adults, the sick and young individuals suffering
from a condition known as Alzheimer's were shown objects and picture arts which were all
presented to touch without vision. Results obtained were similar in the three groups where older
and healthy young adults showed similar perceptual facilitation but only for the attended stimuli.
However, patients suffering from AD failed to show priming in both attended and unattended
stimuli (Scullin, & Bliwise, 2015).
Avoiding visual clutter in more advanced studies, modified selective attention was
applied. I n this instance, the two outlines were employed in the place of two overlapping picture
outline which was placed at a distance of 6 cm one on the right and the other on the hard-right
side. Results obtained failed to display perceptual assistance for omitted stimuli is regarded as
either physical or sedentary fit group of adults. To show consistency with the previous studies
cognitively healthy older adults and young adults portrayed priming for images that have been
dealt with but not for those that had not been attended to. Individuals who suffered from less
serious cognitive condition portrayed deficiency in visual priming not only for this group but
also for the acted stimuli (Robbins, 2017).
To investigate the two crucial questions in the present study investigations were carried
out to determine whether it was necessary to deploy attention to an object for concept priming.
Besides that, investigations were carried out to determine whether cognitive healthy older adults

performed worse as compared to younger adults in both conceptual priming task for attended
objectives and explicit memory task. Older adults were found to have reduced ability in the
filtration of information. Besides that, there were expectations that these mature adults were to
show priming for unattended items. Significant priming was expected in the young and the
elderly groups for the present pictures, which was to be minimal in the older group (Hyde, 2016).
Priming was not scheduled in films that were not present at encoding in the junior adults though
however, priming was observable in un-present stimuli in the aged adult group of individuals. In
the recent experiment, selective attention paradigm consisting of pictures placed on both the left
and the right side of either present or unattended is used.
Research hypothesis
Attention influence conceptual object priming and recognition in memory.
Direct memory to detect and master various objects at different speeds diminishes with the age.
Research question
The findings obtained in the previous study supports the research question. Also, the literature
review has outlined some of the systematic theories that have been employed to support the
research question of this paper. Thus, the research question is;
Does discriminatory attention influence conceptual object priming and recognition?
Experiment design
The methodological approach previously used on this topic was based on the case study. The
research carried two experiments to determine the effects of the research question on the
participants used. Therefore, in this research the experiment design was composed of two groups

(Balota, 2012). The groups primarily constitute of young adults as well as older ones. Within the
studies, some studies conditions are attended, unattended as well as non-studies pictures in the
mixed factorial design. The groups were between-subjects’ factors and study conditions.
Therefore, the groups were between the subjective factors as well as the state of study.
Participants
Design
The study focused on identifying immediate effects of selective attention and aging
towards aspect of encoding on different types of memories. The variables in this particular study
comprise the aspect of age and careful attention. Repetition, which is considered a priming
aspect and constitute the implicit memory, was categorically investigated by indicating the
priming impacts to the conceptual and speeded aspect of classification (Vuilleumier, 2012).
Consequently, explicit memory was looked at through use of old-new recognition task.
Participants
Participants used in this study comprised of a group of 27 young adults whose age was
above 31 years old. There were eight males and 16 females in total. There were also another 25
participants whose age was above 61 years old. Here there were 11 men and 14 females. The
selection of the participants was based temporarily. Also, the sampling was done in such a way
that ensured all the selected participants were qualified enough.
The selected older participants demonstrated stable mental functioning including the
standard or corrected-to-normal vision as well as color vision. Despite the age difference
between older and younger adults, there was no significant difference in their levels of education.
Materials and apparatus

For this study, the stimuli used comprised of 200 picture outlines. The 200 were then
divided into two random sets of stimuli each. Various software was used in this research. Some
of these are; the Adobe Photoshoot CC and the Super-Lab 4.0 programming software. The later
was used to display stimuli, design the experiment, and control timing. It was also used in
logging the participant's responses via the FMRI response pads.
The stimuli used were prepared and displayed by using different colors. The three colors
used include green, blue, and black. In this, half of these stimuli used had natural features such as
a tree, a zebra, and a baby. In contrast, the other half displayed only artificial objects such as a
ball, window, and cigarette (Sündermann, Hauschildt, & Ehlers,2013).
Procedure
There are various methods of analysis that were used during the research. In other words,
qualitative and quantitative research analysis was used. Before the experiment part of the study,
partaker completed small interviews and carried out multiple screening tests within a room.
However, the role of the interview, which entailed the core experiment lasted for twenty-five
minutes. Importantly, in each subsection of the research, one hundred and twenty stimuli were
used (Ashida, 2014). Half of the pictures embodied natural events as well as artificial objects.
Stimuli and procedure in both methods were same, and variation which existed was the
instruction that provided how the experimenter at encoding and test was done (Kiefer, Adams, &
Zovko, 2012).
Unlike any other study, before the actual experimental the participants were involved in
clinical interview. Besides, several screening tests in a designated interview room were also used
asses health conditions of the participants. The entire section of the survey took around 4
minutes. In each of the tasks outlined, both implicit and explicit, a total of 100 stimuli were used.

According to what was previously predicted, half of the images depicted artificial objects and the
other half natural ones. The procedure used was similar in each of the two tasks expect for
specific instructions provided by individual instructors (Miyoshi, & Ashida, 2014).
Pilot trial
Moreover, it is essential to note that both experiments begun with an encoding period that
was later followed by a test phase. The section included the use of three friends who followed the
same procedure of the study. During the process the friends were provided with the consent
form. They were also directed on how to read the participant information sheet. In the encoding,
the participants were presented with 30 trials with each of the trials having two pictures
displayed at least 1cm apart. The spacing was brought into play to ensure that each of the stimuli
entered the attention field. Here it was noted that one outline had blue color and the one was
green in color. Also, the other part of the participants was assigned to picture that had blue shape
while other attended to a picture with a green outline. Besides, the participants were given
explicit instructions such as paying close attention such as the image that had particular color and
disregard other images that lacked the color. Moreover, as the trials continued, the participants
received a series of visual feedback that indicated whether or not they were correct (Zovko,
2012).
Analyses
In order to asses selective attention effects conceptual objects priming as well as
recognition,
the research was based on the young adult and old adult in different fields. For the practical
realization of the data study, which was used within the research, different methods of the
evaluation were used.

Results in the appendix
Discussion of Methods
Classification of the coding was used to determine if older adults and the young adults
had common clarification when it comes to encoding. To determine mean errors for both
participants, the best method of data collection was used within the research studies. The best
suitable way was used to analyze questions of the qualitative research method. This method was
imperatively clear since it gives the exact number of the participant and idea about the adult,
respectively (Voss, Schendan, & Paller, 2010).
Along these lines, 20 youthful grown-ups and 17 subjectively ordinary, more established
grown-ups went through the examination process. The mean errors for the participants were the
same at the end of procedure. However, the univariate body that is ANOVA analyzed exactness
utilizing errors obtained as the needy variable although the fundamental impact of the gathering
was not critical. Importantly to evaluate reasonable redundancy priming, the research used
specific ANOVAs that determined the mistakes obtained while RTs was used as reliant measure.
Preliminaries responses indicated the time quicker than 300 MS and that is why they were
completely avoided from the examinations.
The advantage of the current research method is that it gave out systematic results on the
exact variables used in the study. In other words, all partakers gave their written informed
information before the studies, which shows the validity of the research. All members gave their
composed written information before the investigation began and were information regarding
their entitlement to end cooperation in the examination whenever. The investigation was as per

the moral benchmarks set down in the 1964 Declaration of Helsinki. Members performed the
two analyses inside the MRI scanner.
Conclusion
Therefore, to sum up QWSSSS, the result of the present analysis recommends that
specific consideration at encoding impacted conduct and has significant impacts for visual
stimuli present on the rights and left of the obsession at encoding. With aid of the similar sort of
the experiment carried out the results had varying effects to the subject matter. Therefore, from
the research topic both the test and variation test instruction for the implicit as well as explicit
recalling task indicate that the long-lasting memory needs attention during encoding. In other
words, conceptual implicit memory, especially for pictures is the same as that one of the
children. Young adult has implicit visual just like the small children.

References
Ashida, H. (2014). Priming and implicit recognition depend on similar temporal changes in
perceptual representations. Acta psychologica, 148, 6-11.
Ballesteros, S., & Mayas, J. (2015). Selective attention affects conceptual object priming and
recognition: a study with young and older adults. Frontiers in psychology, 5, 1567.
Balota, D. A. (2012). The role of meaning in word recognition. In Comprehension processes in
reading (pp. 31-54).
Barense, M. D., Rogers, T. T., Bussey, T. J., Saksida, L. M., & Graham, K. S. (2010). Influence
of conceptual knowledge on visual object discrimination: insights from semantic
dementia and MTL amnesia. Cerebral Cortex, 20(11), 2568-2582.
Fujiwara, H., Yassin, W., & Murai, T. (2015). Neuroimaging studies of social cognition in
schizophrenia. Psychiatry and clinical neurosciences, 69(5), 259-267.
Hyde, J. S. (2016). Sex and cognition: gender and cognitive functions. Current opinion in
neurobiology, 38, 53-56.
Keller, J., Gomez, R., Williams, G., Lembke, A., Lazzeroni, L., Murphy, G. M., & Schatzberg,
A. F. (2017). HPA axis in major depression: cortisol, clinical symptomatology and
genetic variation predict cognition. Molecular psychiatry, 22(4), 527-536.

Kiefer, M., Adams, S. C., & Zovko, M. (2012). Attentional sensitization of unconscious visual
processing: Top-down influences on masked priming. Advances in Cognitive
Psychology, 8(1), 50.
Miyoshi, K., & Ashida, H. (2014). Priming and implicit recognition depend on similar temporal
changes in perceptual representations. Acta psychologica, 148, 6-11.
Pichon, S., Rieger, S. W., & Vuilleumier, P. (2012). Persistent affective biases in human
amygdala response following implicit priming with negative emotion
concepts. NeuroImage, 62(3), 1610-1621.
Provost, J. S., Hanganu, A., & Monchi, O. (2015). Neuroimaging studies of the striatum in
cognition Part I: healthy individuals. Frontiers in systems neuroscience, 9, 140.
Robbins, T. W. (2017). Cross‐species studies of cognition relevant to drug discovery: a
translational approach. British journal of pharmacology, 174(19), 3191-3199.
Scullin, M. K., & Bliwise, D. L. (2015). Sleep, cognition, and normal aging: integrating a half
century of multidisciplinary research. Perspectives on Psychological Science, 10(1), 97-
137.
Setién-Suero, E., Suárez-Pinilla, M., Suárez-Pinilla, P., Crespo-Facorro, B., & Ayesa-Arriola, R.
(2016). Homocysteine and cognition: a systematic review of 111 studies. Neuroscience
& Biobehavioral Reviews, 69, 280-298.
Sündermann, O., Hauschildt, M., & Ehlers, A. (2013). Perceptual processing during trauma,
priming and the development of intrusive memories. Journal of behavior therapy and
experimental psychiatry, 44(2), 213-220.

Tanner, D., Morgan‐Short, K., & Luck, S. J. (2015). How inappropriate high‐pass filters can
produce artifactual effects and incorrect conclusions in ERP studies of language and
cognition. Psychophysiology, 52(8), 997-1009.
Tomporowski, P. D., McCullick, B., Pendleton, D. M., & Pesce, C. (2015). Exercise and
children's cognition: the role of exercise characteristics and a place for
metacognition. Journal of Sport and Health Science, 4(1), 47-55.
Voss, J. L., Schendan, H. E., & Paller, K. A. (2010). Finding meaning in novel geometric shapes
influences electrophysiological correlates of repetition and dissociates perceptual and
conceptual priming. Neuroimage, 49(3), 2879-2889.
Vuilleumier, P. (2012). The role of meaning in word recognition. In Comprehension processes
in reading (pp. 31-54)..
Zovko, M. (2012). Attentional sensitization of unconscious visual processing: Top-down
influences on masked priming. Advances in Cognitive Psychology, 8(1), 50.

Appendix
Consent form
INFORMED CONSENT FORM FOR RESEARCH STUDIES
Title of Research Project: RESEARCH ASSIGNMENT FOR THE ONLINE MSC IN
PSYCHOLOGY MODULE LPSY 322: COGNITIVE PSYCHOLOGY
Please
initial
box
1. I confirm that I have read and have understood the information sheet for the above study. I
have had the opportunity to consider the information, ask questions and have had these
answered satisfactorily.
2. I understand that my participation is voluntary and that I am free to withdraw at any time
without giving any reason, without my rights being affected.
3. I understand that I can at any time ask for access to the information I provide. I can also
ask for my data to be withdrawn up to the point of analysis.
4. I understand that I will not be identified or identifiable in any report subsequently produced

by the student researcher
5. I accept that taking part in an study intervention is voluntary and confirm that any risks
associated with this have been explained to me.
6. I agree to having my answers recorded.
7. I agree to take part in the above study.
Participant Name Date Signature
Student Researcher Date Signature
The contact details of the faculty leader are: Dr. Francine Watkins, PGT Lead Public Health
& Director of MPH Programmes and Faculty Academic Lead for Online Programmes:
[e-mail]
FIGURE 1.