Timothy A. Shahan
Attention
An appropriate starting point for any treatment of
attention is a consideration of how to define attention and circumscribe what is to be discussed.
Unfortunately, clear technical definitions of attention are difficult to find. Consider that two booklength treatments of the topic (Pashler, 1998; Styles,
1997) and a chapter on attention in Stevenss Handbook of Experimental Psychology (Luck & Vecera,
2002) provide no technical definition of the term.
Instead, all three sources note William Jamess
(1890) famous suggestion that everyone knows
what attention is. All three then move on to suggest
that, despite Jamess claim, it may be more appropriate to say that no one knows what attention is.
Instead, they suggest that the term attention almost
certainly refers to more than one psychological phenomenon. The phenomena typically considered to
fall under the heading of attention involve limitations in the capacity of cognitive functioning and
selectivity of perception.
Even if attention is not a unitary psychological
phenomenon, the rest of Jamess (1890) definition is
instructive as a sort of summary of the set of phenomena captured under the heading. James
suggested,
It is the taking possession by the mind, in
clear and vivid form, of one out of what
DOI: 10.1037/13937-017
APA Handbook of Behavior Analysis: Vol. 1. Methods and Principles, G. J. Madden (Editor-in-Chief)
Copyright 2013 by the American Psychological Association. All rights reserved.
387
Timothy A. Shahan
or a supervisory attentional system (Norman & Shallice, 1986). As noted by Styles (1997), cognitive
psychologists have widely recognized that providing
a name for an entity in charge of decision making
does not escape the homunculus problem and that
the names serve only as temporary placeholders for
a problem remaining to be solved.
Experimental examinations of goal-directed control of attention almost always use instructions to
direct participants how to allocate their attention to
particular stimulus features, dimensions, or spatial
locations. For example, subjects might be instructed
to attend to only the color or shape of an object or to
devote 80% of their attention to the color and 20%
to the shape (e.g., Bonnel & Prinzmetal, 1998). As
another example, subjects in a cued detection task
might be asked to keep their gaze fixed at a central
location on a computer screen and then to report
targets presented to the left or right of the fixation
point. Arrows presented at the fixation location and
pointing to the left or the right instruct participants
where in space to allocate their attention, but on
some percentage of the trials the arrow is inaccurate
(see Posner, 1980). Detection accuracy or reaction
time data from such procedures are consistent with
what would be expected if subjects allocate their
attention as instructed (e.g., greater accuracy with
attended dimension, shorter reaction times with
accurate instruction).
Instructions about what to attend to might be
thought of as a way to change what Norman (1968)
called the pertinence of a stimulus. Norman suggested
that in addition to the physical aspects of a stimulus
(i.e., stimulus activation), the importance of a stimulus to the organism (i.e., pertinence) is involved in
the control of attention. The pertinence of a stimulus reflects the current goals of the organism and its
history with a stimulus. For example, your spoken
name is a stimulus that likely commands attention,
not because of the physical properties of the stimulus per se but because of your history with it.
Instructing subjects about how to allocate their
attention can be seen as a way of creating languagebased goals or quickly providing a relevant history
with respect to a stimulus. Although such instructional control of attending is important in demonstrating that attending can be goal directed, it does
not document what factors contribute to the pertinence of stimuli or the goal-directed control of
attending in the natural environment. Nonetheless,
the study of learning and behavior (i.e., conditioning
and learning) provides a reasonably well-developed
framework for understanding how experience
changes the importance of stimuli and how consequences affect the allocation and persistence of goaldirected behavior. This framework might also be
useful for understanding the control of attention.
Behavior
Although some may find it distressing that a wellarticulated definition of attention was not forthcoming
in the preceding section, one could argue that providing a definition of behavior is similarly problematic.
Consider the treatment of the terms learning and behavior in Catanias (1998) influential textbook, Learning:
This book is about learning, but from
the start we have to face the fact that we
wont be able to define it. There are no
satisfactory definitions of learning. Still,
we can study it. (p. 2)
Behavior is no easier to define than learning. We may say glibly that behavior
is anything an organism does, but this
definition is too global.... Lets not try
to resolve this problem. Our aim is to
examine some properties of behavior.
Although they sometimes share common names, the phenomena of behavior
are varied, so well probably do better by
considering examples than by attempting
definitions. (p. 7)
I hope the parallels between my treatment of
attention and Catanias (1998) treatment of learning
and behavior are obvious. As with attention, behavior may be difficult to define, but researchers have
nevertheless made progress in understanding some
basic principles of the phenomena captured under
that heading.
In the study of learning and behavior, it is customary to distinguish between classical (i.e., Pavlovian,
respondent) and operant (i.e., instrumental) conditioning. Classical conditioning involves learning the
Timothy A. Shahan
(1)
kR
,
R + Re
(2)
of behavior to two options strictly matches the distribution of reinforcers, real organisms are often less
than perfectly sensitive to the distribution of reinforcers. The generalized matching law suggests that
the ratio of behavior allocated to two options is a
power function of the ratio of reinforcers obtained at
the options. Thus,
a
R
B1
= b 1 ,
B2
R2
(3)
where B1 and B2 refer to behaviors 1 and 2, respectively, and R1 and R2 refer to reinforcers for B1 and
B2. The parameter b represents bias for one option or
the other unrelated to variations in relative reinforcement rate. The parameter a represents sensitivity of the allocation of behavior to changes in
reinforcement ratios. Values of a less than 1 reflect
relative insensitivity of the allocation of behavior to
the ratio of reinforcers (i.e., undermatching),
whereas values of a greater than 1 reflect hypersensitivity (i.e., overmatching). Equation 3 can also be
extended to more than two choice options (see Schneider & Davison, 2005), although the details of
such an extension are not of concern here.
Although Equation 3 suggests that choice is a function of relative reinforcement rate, the reinforcers
available for different options might differ with respect
to any number of parameters (e.g., amount, delay to
receipt, quality). Accordingly, Baum and Rachlin
(1969) proposed the concatenated matching law,
which suggests in its generalized matching law version
that choice is dependent on the multiplicative effects
of different reinforcement parameters, such that
a1
a2
a3
a4
R A 1 / d1 q1
B1
= b 1 1
, (4)
B2
R 2 A 2 1 / d 2 q2
with terms as in Equation 3 and additional terms for
relative reinforcement amount (A1 and A2), immediacy (1/d1 and 1/d2), quality (q1 and q2), and their
respective sensitivity parameters a2, a3, and a4. The
overall impact of a variety of parameters of reinforcement on choice can also be collapsed into a central
intervening variable called value (i.e., V) such that
a
B1 V1
.
=
B2 V2
(5)
Timothy A. Shahan
R
m1
= b 1 ,
m2
R2
392
(6)
where m1 and m2 are resistance to change of responding in the presence of stimuli 1 and 2, R1 and R2 refer
to the rates of primary reinforcement obtained in the
presence of those stimuli, and the parameter b
reflects sensitivity of relative resistance to change to
variations in relative reinforcement rates (Nevin,
1992). Equation 6 and related quantitative models
making up behavioral momentum theory have provided a general framework within which to understand how reinforcement experienced in the
presence of stimuli govern the persistence of operant
behavior in the presence of that stimulus. The framework provided by the theory for characterizing the
persistence of operant behavior has been found to
have broad generality across reinforcer types, settings, and species ranging from fish to humans (e.g.,
Ahearn, Clark, Gardenier, Chung, & Dube, 2003;
Cohen, 1996; Grimes & Shull, 2001; Harper, 1999;
Igaki & Sakagami, 2004; Mace et al., 1990; Quick &
Shahan, 2009; Shahan & Burke, 2004).
and ignoring a concurrently presented green distractor shape in a prime trial leads to an increased reaction time when participants are required to attend to
the previously ignored green shape in the next trial
(i.e., probe). The typical interpretation of negative
priming is that it results from a switching of selective visual attention to the target and away from the
distractor during the prime that persists until the
probe test (see Pashler, 1998, for a review). Pashler
(1998) suggested that negative priming might occur
as a result of an error-correction learning mechanism because a distractor item is unhelpful at one
time and therefore typically unlikely to be helpful
shortly after. If Pashlers suggestion is correct, it is
reasonable to expect that negative priming should
be affected by changing the consequences of attending to the target stimulus during the prime.
Della Libera and Chelazzi (2006) examined how
differential consequences affected negative priming
in a visual selective attention task. In one experiment, prime stimuli were global numbers consisting
of appropriately arranged local numbers (e.g., multiple instances of smaller 6s at the local level arranged
into a larger number 5 at the global level). Before
the presentation of a prime stimulus, the letter G or
the letter L instructed the subjects to attend to the
global or local level, respectively. A correct response
was defined as reporting the number at the
instructed level (either global or local). Thus, the
number at the other level became the to-be-ignored
distractor. For example, if the prime was a global 5
made up of local 6s, choosing the number 5 was correct after the instruction G and choosing the number 6 was correct after the instruction L. To
manipulate the consequences of attending to the target stimulus, correct responses to primes were followed by either a high (0.10) or a low (0.01)
payoff, as reported on the computer screen. The
probe stimulus was then presented 400 milliseconds
later. Subjects were to report the number in the
probe stimulus, regardless of whether it occurred at
the global level (e.g., a 5 made up of local Xs) or the
local level (i.e., an X made up of local 5s). In this
procedure, negative priming would be evidenced by
longer reaction times when the number in the probe
stimulus occurred at the same level of the distractor
stimulus in the prime (e.g., subject attended to
393
Timothy A. Shahan
Timothy A. Shahan
(7)
R
log dC log d L = a log C + log b,
RL
(8)
397
Timothy A. Shahan
the two types of comparison stimuli affected behavior only at the choice point without changing
attending to the elements of the compound samples.
Even if the subjects had attended equally to the elements of the compound samples, variations in relative reinforcement at the comparison stimuli might
have resulted in changes in motivation to choose the
correct stimulus at the comparison choice point. To
assess this alternative account, Shahan and Podlesnik (2007) examined whether changes in the duration of the compound samples altered the effects of
differential reinforcement on performance in the
same divided-attention task. They compared performance with sample durations of 2.25 seconds and
0.75 seconds and examined sensitivity of both accuracy and choice-response speeds (i.e., l/latency) at
the comparison choice point. If differential reinforcement affected only motivation at the choice
point, sensitivity of accuracy to changes in allocation of reinforcement should not depend on the
sample duration.
Figure 17.4 shows mean sensitivity values for
both accuracy and choice-response speeds for the
short and long sample durations. Consistent with
the findings of Shahan and Podlesnik (2006), accuracy on the two types of comparison trials was sensitive to variations in relative reinforcement. In
addition, sensitivity of accuracy was greater for the
longer sample duration. However, choice-response
speeds were only weakly sensitive to changes in
relative reinforcement and did not differ for the
short and long sample durations. Although overall
398
into differential attending. Nonetheless, it is important to note that the applicability of the matching
law to attending has only been directly assessed with
pigeons. Ultimately, assessing the utility of the
matching law for describing goal-directed attention
will require direct examinations with humans in
standard preparations such as those reviewed earlier. Regardless, the findings reviewed in the preceding section suggest that considering both behavior
and attention as limited resources requiring similar
allocation decisions based on differential consequences may indeed be useful.
Timothy A. Shahan
(r
/ ra )
,
(9)
where B is response rate, rs is the rate of reinforcement in the presence of the stimulus in which the
behavior is occurring, and ra is the overall rate of
background reinforcement in the entire session. The
parameters k, x, and b correspond to asymptotic
response rate, background disruption that reduces
responding, and sensitivity to relative reinforcement, respectively. Under baseline conditions,
Equation 9 predicts functions relating response rates
and reinforcement rates that are nearly indistinguishable from Herrnsteins (1970) single-option
version of the matching law (i.e., Equation 2; see
Nevin et al., 2005). When additional terms are
included in the numerator for specific disruptors,
Equation 9 also captures the finding that responding
is more resistant to disruption in contexts associated
with higher rates of reinforcement. On the basis of
Shahan et al.s (2003) finding that the persistence
of observing (i.e., attending) appears to be affected
by reinforcement in a manner similar to simple
response rates, Nevin et al. (2005) suggested the
following equation:
p ( A s ) = exp
(r
/ ra )
,
(10)
where p(As) is the probability of attending to a sample stimulus and rs is now the rate of reinforcement
associated with attending to the stimulus and ra
remains the overall rate of background reinforcement in the session. The other parameters are as in
Equation 9. The scalar k is not required because the
asymptote of the probability of attending is at 1.0. In
effect, Equation 10 assumes that the probability and
persistence of attending is governed by reinforcement in the same way as is simple operant behavior.
Nevin et al. (2005, 2007) have shown that inferences about changes in attending based on Equation
10 can be used in a larger model addressing the
effects of reinforcement on discrimination performance in the steady state and during disruption.
The use of Equation 10 in this broader model of
stimulus control has provided an account of a wide
variety of reinforcement-related effects in the stimulus control literature, including the effects of reinforcement on the persistence of discriminative
performance when disrupted (e.g., Nevin, Milo,
Odum, & Shahan, 2003). These initial successes
Timothy A. Shahan
r V
B1
= b 1 1 ,
B2
r2 V2
(11)
where B1 and B2 refer to behavior that produces contact with two conditioned reinforcers, r1 and r2 refer
to frequencies of production of the conditioned
reinforcers, and V1 and V2 are summary terms
describing the value or strengthening effects of the
conditioned reinforcers. The models differ in how
value is calculated, but most of the approaches to
calculating value share important characteristics
with existing theoretical accounts of Pavlovian conditioning (see Chapters 13 and 14, this volume).
Assuming that such models can be extended to
attention, they predict relative changes in attending
to stimuli with changes in relative value such as
those obtained in Shahan and Podlesnik (2006,
2007) or even in the human attention experiments
reviewed earlier. Furthermore, the models accurately predict changes in the allocation of attending
when the relative frequency of reinforcementassociated stimuli is varied as in the concurrent
observing-response experiment of Shahan, Podlesnik, and Jimenez-Gomez (2006). Thus, such models of conditioned reinforcement may hold promise
as a means to understand how stimuli differentially
associated with primary reinforcers come to govern
402
Signposts as an Alternative to
Conditioned Reinforcement
A long history of skepticism surrounds the concept
of conditioned reinforcement. Data traditionally
interpreted as reflecting the acquired strengthening
effects of stimuli associated with reinforcers may be
interpreted in a variety of other ways. Although a
review of all these alternatives and the supporting
data is beyond the scope of this chapter, Shahan
(2010) provided a more thorough treatment of the
subject. Many commentators have noted that the
effects of stimuli associated with reinforcers on
response rates and choice might be more consistent
with a signaling or guidance process than with an
acquired reinforcement-strengthening process (e.g.,
Bolles, 1975; Davison & Baum, 2006; Longstreth,
1971; Rachlin, 1976; Staddon, 1983). Although a
variety of names have been used for reinforcementassociated stimuli in such an account, I have
403
Timothy A. Shahan
spatial, and predictive regularities in the environment in the absence of any reinforcement-like backpropagation process. This suggestion is based on a
wealth of data showing that performance in both
Pavlovian and operant conditioning preparations is
often strikingly different from what would be
expected if learning resulted from a strengthening
process. As with Gallistel and Gibbon, but based
largely on data separate from operant choice experiments, Davison and Baum (2006) have also suggested that what are traditionally referred to as
reinforcers of operant behavior have their effects by
predicting additional such events and, thus, guiding
rather than strengthening behavior.
Although a full discussion of such a non
reinforcement-based approach to conditioning and
learning is not appropriate here (but see Shahan,
2010), its most important aspect is that it provides
mechanisms by which initially neutral stimuli might
come to guide behavior as signposts without acquiring conditioned-reinforcing effects. Because this
approach also asserts that the effect of primary reinforcers is to guide rather than strengthen behavior,
referring to initially neutral stimuli that come to
guide behavior as discriminative stimuli would not
be appropriate given the traditional meaning of that
term. For this reason, I have adopted the term signposts to describe a more general guidance and
means-to-an-end effect as an alternative to conditioned
reinforcement. Terminological issues aside, even if
one rejects the assertion that primary reinforcers do
not strengthen behavior, an account of conditioned
reinforcement in terms of a signposts or means-toan-end account is useful for understanding the
effects of differential reinforcement on the allocation
and persistence of attending.
From the perspective of a signpost-based
account, differential reinforcement might have its
impact on the allocation and persistence of attending because attending to stimuli that are more predictive of reinforcers is instrumental in guiding the
organism to those reinforcers. From this perspective, interpreting the data from the Shahan and
Podlesnik (2005, 2008a) experiments on the persistence of observing responses becomes easier.
Although more frequent production of a signpost or
production of a more informative signpost might be
Timothy A. Shahan
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