Can training change attentional breadth? Failure to find transfer effects

Lin Fang, Kristof Hoorelbeke, Lynn Bruyneel, Lies Notebaert, Colin MacLeod, Rudi de Raedt, Ernst H W Koster

Research output: Contribution to journalArticle

Abstract

Recently, there is increasing interest in the causal relationship between attentional breadth and emotion regulation. To test this causal relationship, attentional breadth needs to be manipulated stringently. The aim of the current research was to establish whether visual attentional breadth could be manipulated through experimental training procedures. We conducted two single-session training experiments and one multiple-session training experiment, all of which contained pre- and post-training assessments to test the direct transfer effects of training on attentional breadth construed in different measures. For the first single-session training (Experiment 1), no training effects were found to transfer to the subsequent attentional breadth measures in terms of global–local processing preference. For the second single-session training (Experiment 2) and the 5-day training (Experiment 3) which combined both trainings from Experiment 1 and 2, there were some indications that attentional breadth can be decreased, but there was no evidence that it could be increased neither in terms of global–local processing preference nor in terms of scope of visual perception. Bayesian analysis confirmed the null hypothesis of no increase in attentional breadth through delivery of these training procedures. Therefore, our findings do not support the hypothesis that training variants of the Global–Local attentional breadth task or of the visuospatial attentional breadth task can stably alter attentional breadth in healthy students. Possible explanations and implications are discussed.

Original languageEnglish
Pages (from-to)520-534
Number of pages15
JournalPsychological Research
Volume82
Issue number3
DOIs
Publication statusPublished - 1 May 2018

Fingerprint

Training Support
Visual Perception
Bayes Theorem
Emotions
Students
Research
Transfer (Psychology)
Experiment

Cite this

Fang, Lin ; Hoorelbeke, Kristof ; Bruyneel, Lynn ; Notebaert, Lies ; MacLeod, Colin ; de Raedt, Rudi ; Koster, Ernst H W. / Can training change attentional breadth? Failure to find transfer effects. In: Psychological Research. 2018 ; Vol. 82, No. 3. pp. 520-534.
@article{0dd37a2a01c746d19ab3cf8c073a9ea3,
title = "Can training change attentional breadth? Failure to find transfer effects",
abstract = "Recently, there is increasing interest in the causal relationship between attentional breadth and emotion regulation. To test this causal relationship, attentional breadth needs to be manipulated stringently. The aim of the current research was to establish whether visual attentional breadth could be manipulated through experimental training procedures. We conducted two single-session training experiments and one multiple-session training experiment, all of which contained pre- and post-training assessments to test the direct transfer effects of training on attentional breadth construed in different measures. For the first single-session training (Experiment 1), no training effects were found to transfer to the subsequent attentional breadth measures in terms of global–local processing preference. For the second single-session training (Experiment 2) and the 5-day training (Experiment 3) which combined both trainings from Experiment 1 and 2, there were some indications that attentional breadth can be decreased, but there was no evidence that it could be increased neither in terms of global–local processing preference nor in terms of scope of visual perception. Bayesian analysis confirmed the null hypothesis of no increase in attentional breadth through delivery of these training procedures. Therefore, our findings do not support the hypothesis that training variants of the Global–Local attentional breadth task or of the visuospatial attentional breadth task can stably alter attentional breadth in healthy students. Possible explanations and implications are discussed.",
keywords = "Attentional scope, Emotion regulation, Multiple-session training, Single-session training, Visual attention",
author = "Lin Fang and Kristof Hoorelbeke and Lynn Bruyneel and Lies Notebaert and Colin MacLeod and {de Raedt}, Rudi and Koster, {Ernst H W}",
year = "2018",
month = "5",
day = "1",
doi = "10.1007/s00426-017-0845-y",
language = "English",
volume = "82",
pages = "520--534",
journal = "Psychological Research- Psychologische Forschung",
issn = "0340-0727",
publisher = "Springer-Verlag London Ltd.",
number = "3",

}

Can training change attentional breadth? Failure to find transfer effects. / Fang, Lin; Hoorelbeke, Kristof; Bruyneel, Lynn; Notebaert, Lies; MacLeod, Colin; de Raedt, Rudi; Koster, Ernst H W.

In: Psychological Research, Vol. 82, No. 3, 01.05.2018, p. 520-534.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Can training change attentional breadth? Failure to find transfer effects

AU - Fang, Lin

AU - Hoorelbeke, Kristof

AU - Bruyneel, Lynn

AU - Notebaert, Lies

AU - MacLeod, Colin

AU - de Raedt, Rudi

AU - Koster, Ernst H W

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Recently, there is increasing interest in the causal relationship between attentional breadth and emotion regulation. To test this causal relationship, attentional breadth needs to be manipulated stringently. The aim of the current research was to establish whether visual attentional breadth could be manipulated through experimental training procedures. We conducted two single-session training experiments and one multiple-session training experiment, all of which contained pre- and post-training assessments to test the direct transfer effects of training on attentional breadth construed in different measures. For the first single-session training (Experiment 1), no training effects were found to transfer to the subsequent attentional breadth measures in terms of global–local processing preference. For the second single-session training (Experiment 2) and the 5-day training (Experiment 3) which combined both trainings from Experiment 1 and 2, there were some indications that attentional breadth can be decreased, but there was no evidence that it could be increased neither in terms of global–local processing preference nor in terms of scope of visual perception. Bayesian analysis confirmed the null hypothesis of no increase in attentional breadth through delivery of these training procedures. Therefore, our findings do not support the hypothesis that training variants of the Global–Local attentional breadth task or of the visuospatial attentional breadth task can stably alter attentional breadth in healthy students. Possible explanations and implications are discussed.

AB - Recently, there is increasing interest in the causal relationship between attentional breadth and emotion regulation. To test this causal relationship, attentional breadth needs to be manipulated stringently. The aim of the current research was to establish whether visual attentional breadth could be manipulated through experimental training procedures. We conducted two single-session training experiments and one multiple-session training experiment, all of which contained pre- and post-training assessments to test the direct transfer effects of training on attentional breadth construed in different measures. For the first single-session training (Experiment 1), no training effects were found to transfer to the subsequent attentional breadth measures in terms of global–local processing preference. For the second single-session training (Experiment 2) and the 5-day training (Experiment 3) which combined both trainings from Experiment 1 and 2, there were some indications that attentional breadth can be decreased, but there was no evidence that it could be increased neither in terms of global–local processing preference nor in terms of scope of visual perception. Bayesian analysis confirmed the null hypothesis of no increase in attentional breadth through delivery of these training procedures. Therefore, our findings do not support the hypothesis that training variants of the Global–Local attentional breadth task or of the visuospatial attentional breadth task can stably alter attentional breadth in healthy students. Possible explanations and implications are discussed.

KW - Attentional scope

KW - Emotion regulation

KW - Multiple-session training

KW - Single-session training

KW - Visual attention

UR - http://www.scopus.com/inward/record.url?scp=85013925251&partnerID=8YFLogxK

U2 - 10.1007/s00426-017-0845-y

DO - 10.1007/s00426-017-0845-y

M3 - Article

VL - 82

SP - 520

EP - 534

JO - Psychological Research- Psychologische Forschung

JF - Psychological Research- Psychologische Forschung

SN - 0340-0727

IS - 3

ER -