Sensation, Perception, and Attention
Teri Abshier, Melissa McCullar, Lupe Contreras
PSY 300
July 3, 2012`
Osagie Amayo

Sensation, Perception, and Attention
An individual’s attention is affected by their sensation and perception of the environment. Learning Team A (Teri Abshier, Melissa McCullar, and Lupe Contreras) discussed their personal comfort levels of learning in environments with different levels of auditory stimuli. Through this discussion, Learning Team A concluded that it was easier for them to learn in an environment with little to no outside auditory stimuli as opposed to a noisy environment. Increases in auditory stimuli can cause divided attention, which is not typically conducive to learning and memory retention.
The threshold for auditory stimuli is defined as the slightest perceptible sound (American Psychological Association, 2009). Dichotic listening, also known as the “Cocktail Party Effect”, is the ability to focus on the auditory input in one ear while ignoring extraneous environmental auditory input. Initially, researchers thought that the extraneous input was not learned. However, further research showed that the peripheral input cannot be completely ignored and is stored in memory, although usually very weakly. Because the brain senses and perceives the additional auditory stimuli, it is more difficult to give full attention to the intended task (Kowalski & Westen, 2011).
Learning Team A met at a fairly busy coffee shop. For the purposes of this discussion, the coffee shop was considered a moderately noisy environment. All team members felt moderately comfortable with learning in this environment, but agreed that an environment with lower levels of auditory stimuli, such as a study room at the University of Phoenix campus, would be more beneficial to learning. Team members also agreed that a noisy environment, such as a sports game or rock concert, would be very difficult and frustrating to learn in. Teri and Lupe conveyed that they have a high level of ability to tune out surroundings when needed, but that they certainly prefer to learn in a quiet environment. Teri explained that she becomes easily distracted in environments with extraneous stimuli, and must engulf herself in her work to avoid becoming distracted. Melissa can function while there are background auditory stimuli without becoming distracted or tuning out the environment, but prefers a quiet environment to learn and study in. Divided attention differs from the cocktail party effect in that it involves purposely giving attention to two or more channels of information at the same time (American Psychological Association, 2009). This is beneficial and desirable in many instances, especially for jobs that require multitasking capabilities. However, divided attention can cause performance, learning, and memory barriers because full attention cannot be given to either task. It can facilitate learning in some instances, but can hinder learning as well (Kowalski & Westen, 2011).
A recent example of divided attention is the law prohibiting cell phone use while driving in California. Many commuters choose to converse on a cell phone while driving to increase productivity by completing two tasks at once. However, California voters considered this to be unsafe due to the high amount of accidents caused by inattention while the person at fault was talking on a cell phone. Although the law focuses on how talking on a cell phone while driving adversely affects driving performance, another angle to consider is how it adversely affects the quality of the cell phone conversation. If a business person is attempting to present their ideas during a company teleconference while driving, the quality of the presentation will be negatively affected as well as the individual’s driving performance. Learning Team A agreed that divided attention is useful for productivity if one or both of the target tasks do not require high levels of attention to begin with. For example, passively listening to the radio does not require a high level of attention. Therefore, it is not difficult to listen to the radio while driving because the vast majority of the driver’s attention remains focused on the act of driving. However, if the driver encounters any additional tasks that require his or her attention, such as searching for a gas station, he or she may feel more comfortable by turning off the radio to allow the maximum amount of attention to be divided between the more important tasks. When applied to learning and memory, the individuals on the team have different levels of functioning with divided attention. Lupe claims that he prefers not to divide his attention between tasks, but that it does not bother him much and he doesn’t feel that it affects him to any substantial degree. He does agree that it is difficult to learn if his attention is elsewhere. Teri typically finds it very difficult to divide her attention while trying to do anything that requires concentration, especially if one of the tasks includes giving attention to auditory input, such as maintaining conversation with peers. However, when dividing attention among tasks that she is well practiced at, she is able to divide her attention without much difficulty. Melissa is skilled at dividing her attention for most tasks, but cannot divide her attention in a learning environment. While learning a new task or skill, she must maintain focus on the new skill. All team members agreed that they are either unable to or it is extremely difficult for them to learn while dividing attention. Therefore, they conclude that, for the purposes of their team, divided attention impedes learning. To facilitate learning as a team, Learning Team A discussed measures that would make the learning team meetings more effective. Because each team member learns best by studying in a space with low outside auditory stimuli and without dividing attention, the team decided to meet in moderately quiet places that offer little to no distractions. This may include places such as university of phoenix study rooms or coffee shops during non-peak hours. Additionally, the team agrees to keep cell phones silenced and attention maintained on the current project or discussion.
Learning Team A found that sensation and perception greatly influence the level of attention an individual can give to a task. An increase in extraneous sensations decreases attention, because the brain must give some attention to the outside stimuli therefore decreasing attention given to the intended stimuli, as explained by dichotic listening. Intentionally divided attention further hinders the amount of attention an individual can apply to each task, yet can allow a person to accomplish more tasks at the same time. Through the team discussion, Learning Team A is using this information to take measures necessary to facilitate learning and productivity by reducing outlying auditory and other competing environmental stimuli during team meetings.

References
American Psychological Association (2009). APA College Dictionary of Psychology. Washington, DC: Author.
Kowalski, R., & Westen, D. (2011). Psychology (6th ed.). Hoboken, NJ: John Wiley & Sons Inc.