Fang Lin, Hoorelbeke Kristof, Bruyneel Lynn, Notebaert Lies, MacLeod Colin, De Raedt Rudi, Koster Ernst H W
Department of Experimental-Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
Centre for the Advancement of Research on Emotion, School of Psychology, University of Western Australia, Perth, Australia.
Psychol Res. 2018 May;82(3):520-534. doi: 10.1007/s00426-017-0845-y. Epub 2017 Feb 26.
Recently, there is increasing interest in the causal relationship between attentional breadth and emotion regulation. To test this causal relationship, attentional breadth needs to be manipulated stringently. The aim of the current research was to establish whether visual attentional breadth could be manipulated through experimental training procedures. We conducted two single-session training experiments and one multiple-session training experiment, all of which contained pre- and post-training assessments to test the direct transfer effects of training on attentional breadth construed in different measures. For the first single-session training (Experiment 1), no training effects were found to transfer to the subsequent attentional breadth measures in terms of global-local processing preference. For the second single-session training (Experiment 2) and the 5-day training (Experiment 3) which combined both trainings from Experiment 1 and 2, there were some indications that attentional breadth can be decreased, but there was no evidence that it could be increased neither in terms of global-local processing preference nor in terms of scope of visual perception. Bayesian analysis confirmed the null hypothesis of no increase in attentional breadth through delivery of these training procedures. Therefore, our findings do not support the hypothesis that training variants of the Global-Local attentional breadth task or of the visuospatial attentional breadth task can stably alter attentional breadth in healthy students. Possible explanations and implications are discussed.
最近，人们对注意广度与情绪调节之间的因果关系越来越感兴趣。为了检验这种因果关系，需要严格操纵注意广度。本研究的目的是确定视觉注意广度是否可以通过实验训练程序进行操纵。我们进行了两项单节训练实验和一项多节训练实验，所有实验都包含训练前和训练后的评估，以测试训练对以不同测量方式构建的注意广度的直接转移效应。对于第一次单节训练（实验1），就全局-局部加工偏好而言未发现训练效果转移到后续的注意广度测量中。对于第二次单节训练（实验2）以及结合了实验1和2的两种训练的为期5天的训练（实验3），有一些迹象表明注意广度可以减小，但没有证据表明无论是就全局-局部加工偏好还是就视觉感知范围而言它可以增加。贝叶斯分析证实了通过实施这些训练程序注意广度不会增加的零假设。因此，我们的研究结果不支持这样的假设，即全局-局部注意广度任务或视觉空间注意广度任务的训练变体可以稳定地改变健康学生的注意广度。文中讨论了可能的解释和影响。
