FA16-Project10-Week 8

My project is called Attention Span of a Snail or Speedboat?  Throughout this experiment, the main focus is to see what influences one to have a longer attention span than another person. Two experimental groups were provided. The experimental groups were those who had short attention span. They attended a debate round with the 6 audience member present. They were shown videos and afterwards require answering questions. The primary objective of this is to see whether those who have short attention spans can maintain the same focus and concentration level, compared to those who have long attention spans. For the control group, those with long attention spans were asked to watch the same videos shown to those with short attention spans, except they were asked to refrain from answering questions, unless those with short attention spans were unable to.  Two days per week, each participant was asked to repeat this same experiment to see if the attention span was getting worse or better.

In this experiment there were two groups which both consist of 2 main subjects each. Both groups were required to fill out questionnaires that asked them to answer questions based of how well they think their focusing skills are. How well they focus after watching t.v? How well they focus after playing video games for a certain amount of hours? Participants in one group were presented films to watch and afterwards required to ask questions, while participants in group two just watched films and weren’t required to answer questions. The materials I used to collect data were questionnaires, along with the 2 days a week sessions.  I used questionnaires to collect data, because overtime it shows a change as to how one feels they are doing. The audience also has an impact on what the participant scores for the week.

    Both participants with high attention span scored top notch from the beginning of the experiment. Those with short attention spans struggles and earned themselves a 3 by the end of the course. They got distracted easily and wasn’t seeking interest in what was being shown to them. Progress for these participants was much slower than the progress demonstrated by the individuals who had high attention spans. Those with high attention spans were able to pay attention no matter what. They were able to block out all distractions. Those who had short attention spans were distracted easily, making it harder for them to retain information and answer questions.



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About Robert O. Duncan

I'm an Assistant Professor of Behavioral Sciences at City University of New York, with joint appointments in Neuroscience and Cognitive Neuroscience. I also have an appointment as a Visiting Scholar at New York University. My research interests include cognitive neuroscience, functional magnetic resonance imaging, glaucoma, neurodegenerative disorders, attention, learning, memory, educational technology, pedagogy, and developing games for education.

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