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Kruschke, John K.; Kappenman, Emily S.; Hetrick, William P. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The associative learning effects called blocking and highlighting have previously been explained by covert learned attention, but evidence for learned attention has been indirect, via models of response choice. The present research reports results from eye tracking consistent with the attentional hypothesis: Gaze duration is diminished for blocked…
Descriptors: Individual Differences, Associative Learning, Attention, Causal Models