The Difference Of Attentional Boost Effect Between Top-learners And Poor-students In Long Term Memory And Short Term Memory

Attention resources are generally considered to be limited.When two tasks are operated,increasing attention to the firstary tasks will weaken the processing performance of the secondary tasks.However,swallow and Jiang(2010)found that when the subjects were required to complete the memory task and detection task at the same time,the picture memory performance presented at the same time with the target item was better than that presented at the same time with the distracted item,that is to say,attentional boost effect(ABE)was produced.Therefore,swallow et al.(2013)proposed a dual-task interaction model to explain this phenomenon.According to the model,the effect of attention promotion is due to the temporal selective attention mechanism triggered by target-detection,which promotes the perceptual processing of the pictures presented at the same time with the target item,improves the memory performance,and makes it higher than the picture memory performance presented at the same time with the distracted item.However,this model is not perfect.The detection task not only detects the target,but also suppresses the distracted object.ABE phenomenon is not only due to the enhancement of the perceptual processing of the target item,but also probably due to the inhibition of the rejection of the distracted item.In the selective attention processing(Jin Zhicheng,Chen Caiqi and Liu Xiaoming,2003),there is no significant difference in the target activation ability between the excellent sutudents and poor students,butpoor students are more susceptible to the interference of distractors than excellent students,and their ability to inhibit the interference of distractors is weak.Therefore,excellent students and poor students may have different ABE.In this study,pictures and words were used as experimental materials to explore the difference of ABE between excellent students and poor students,under the conditions of long-term memory and short-term memory,and to further explore whether the source of ABE is target detection or distraction inhibition,in order to modify the generation mechanism and theoretical model ofABE.Experiment 1 was a long-term memory task.In Experiment 1a,we used picture materials to explore the difference of ABE between excellent students and poor students.The results showed that students with learning disabilities and students with learning disabilities all can produce ABE,and the amount of ABE effect of excellent students was significantly higher than poor students.In Experiment 1b,we used word materials with high demand for attention resources,and added blank words as the baseline conditions to explore the ABE differences between excellent students and poor students.The results showed that poor students resulting in more "interference" than excellent students When they refuse distractions.In Experiment 2,we used the short-term memory task which needs more attention resources to explore the ABE differences between excellent students and poor students.The results further verified that the "interference" produced by the poor students when they refused to be distracted was greater than that produced by the excellent students.According to the results of Experiment 1b and Experiment 2,there was no significant difference in the memory of blank items and distracted items,which indicated that attention promoting effect had nothing to do with the inhibition of distracted items.In conclusion,both excellent students and poor students can produce the attention promoting effect,and the amount of attention promoting effect of excellent students is significantly higher than that of poor students.The attention promoting effect is only caused by the temporary perceptual processing enhancement caused by the target detection,but has nothing to do with the inhibition processing of distracted items,and this inhibition will not be generalized to the processing of background memory materials.