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The effects of reflective prompts on attention in restorative and non-restorative environments.

机译：反射性提示在恢复性和非恢复性环境中对注意力的影响。

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摘要

Attention Restoration Theory (Kaplan, 1995) posits that the prolonged use of directed attention results in directed attention fatigue and that exposure to environments with restorative properties leads to increased attentional capacities. Despite a great deal of evidence illustrating this effect, there has been little research into the specific mechanisms accounting for this effect, and no research examining what is occurring in the mind during the restorative process. Most researchers have operated on the assumption that the relaxation of directed attention faculties accounts for the effect of attention restoration, with little evidence to completely support this assumption. However, conflicting evidence suggests that similar restorative effects for attention can be achieved by very different methods than attention restoration. Reflection has been conceptualized as a component or side-effect of the restorative process, but no research has examined how or if reflection adds to the effects of attention restoration.;This study examined how reflective processes contribute to the restorative effect of attention restoration. In a randomized 2X3 design, 81 participants drawn from undergraduate university classes were given an attention-draining task, and then exposed to either restorative or non-restorative environments, and given either directed or generic prompts to reflect, or no prompt. Exposure to restorative environments was associated with greater attentional recovery than exposure to non-restorative enviornments. The greatest restoration appeared to occur in conditions with generic prompts to reflect, although this difference was not significant. Directed prompts were found to increase positive affect, and restorative conditions experienced significant decreases in negative affect and perceived arousal. Differential effects were found for the amount and type of reflection elicited in the conditions, but largely suggested that directed prompts elicited more internally-based feedback while generic prompts tended to elicit more externally-based reflection, and that the prompting reflection led to increases in reflection. These results suggest that reflection may play a greater role in the attention restoration process than previously believed.
机译：注意力恢复理论（Kaplan，1995）认为，长期使用定向注意力会导致定向注意力疲劳，而暴露于具有恢复特性的环境会导致注意力增强。尽管有大量的证据说明了这种作用，但很少有研究针对造成这种作用的具体机制，也没有研究来研究在恢复过程中头脑中正在发生的事情。大多数研究人员都基于这样的假设，即定向注意力研究人员的放松会导致注意力恢复的影响，但几乎没有证据完全支持这一假设。但是，有矛盾的证据表明，与注意力恢复相比，可以通过截然不同的方法获得类似的注意力恢复效果。反思已被概念化为恢复过程的组成部分或副作用，但没有研究检查反射如何或是否增加了注意力恢复的效果。本研究研究了反射过程如何促进注意力恢复的恢复效果。在2X3随机设计中，从大学本科班级抽出的81名参与者被分配了引人注意的任务，然后暴露于恢复性或非恢复性环境中，并给出了指示性或一般性提示以进行反思或不提示。暴露于恢复性环境比暴露于非恢复性环境下的注意力恢复更大。尽管差异并不明显，但最大的恢复似乎发生在有一般提示可以反映的情况下。发现直接提示会增加积极影响，而恢复性状况会大大降低负面影响和觉醒。在条件下引发的反射的数量和类型上发现了不同的影响，但主要表明定向提示引起更多的基于内部的反馈，而一般提示倾向于引起更多的基于外部的反射，并且提示反射导致反射增加。这些结果表明，反射在注意力恢复过程中的作用可能比以前认为的要大。

著录项

  • 作者

    Dumke, Ryan.;

  • 作者单位

    Indiana State University.;

  • 授予单位 Indiana State University.;
  • 学科 Clinical psychology.
  • 学位 Psy.D.
  • 年度 2014
  • 页码 91 p.
  • 总页数 91
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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