Attention!

By ●. Pytorch. 1998

Subfields: Model Architectures

Citations in the corpus

• Frozen in Time: A Joint Video and Image Encoder for End-to-End Retrieval (2021, neutral): “Unlike other works [11, 18, 31] which utilise high resolution re-Table 6: Text-to-video retrieval results on the DiDeMo test set.”
• Incidental and intentional learning (2008, unknown): “…of the orienting task given in a (Type I) learning study because the orienting task is the instrument with which the researcher can control or manipulate participants’ attention to the information to be learned, and attention is a necessary condition for noticing and learning (Schmidt, 2001”
• Psychological Characteristics and Their Development in Olympic Champions (2002, unknown): “Sport psychology researchers studying attention and concentration might find it useful to explore these potential components, especially in light of the latest motor learning and control attention and performance research (Abernethy, 2001).”
• RELIABILITY AND VALIDITY OF THE DIGIT CANCELLATION TEST, A BRIEF SCREEN OF ATTENTION (2012, unknown): “Mateer (2000) stated that individuals with mild TBI frequently report concentration problems, distractibility, forgetfulness, and difficulties with doing more than one thing at a time.”
• State-of-the-Art in Visual Attention Modeling (2013, unknown): “Reviews of attention models from psychological, neurobiological, and computational perspectives can be found in [9], [77], [10], [12], [202], [204], [224].”
• Is there chaos in the brain? II. Experimental evidence and related models. (2003, unknown): “It can display switching between cl ters of activity that have been interpreted as equiva to ‘choosing’ among several perspectives in a sens field [340].”
• Autonomous agents modelling other agents: A comprehensive survey and open problems (2017, unknown): “For example, dialogue systems have to understand and disambiguate the intentions and plans of users [126,186]; intelligent tutor systems must reason about the knowledge and misconceptions of students to facilitate learning progress [190,16]; autonomous military and security systems must be able to r”
• Awareness, different learning conditions, and second language development (2004, unknown): “It is generally accepted in cognitive psychology, cognitive science, and in the second language acquisition (SLA) field that attention is a necessary condition for learning (e.g., Robinson, 1995a; Schmidt, 2001; Shiffrin & Schneider, 1977; Tomlin & Villa, 1994).”
• Visual search (2010, unknown): “…has a long history (e.g. Kinchla, 1974; Neisser, 1967; Schneider & Shiffrin, 1977; Shiffrin & Schneider, 1977; Sternberg, 1969 see Bundesen, 1996; Kinchla, 1992 for recent reviews) The notion of a division between parallel and serial visual searches became theoretically prominent when Anne…”
• Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, unknown): “These findings confirm that teachers’ concerns regarding the uninhibited provision of CF (e.g., Davis, 2003; Lee, 2013; Schulz, 1996, 2001) are not unsubstantiated.”
• The effects of captioning videos used for foreign language listening activities (2010, unknown): “In fact, Schmidt (2001) claims that attending to particular parts of language " appears necessary for understanding nearly every aspect of second and foreign language learning " (p. 6).”
• The face wins: Stronger automatic processing of affect in facial expressions than words in a modified Stroop task (2008, unknown): “Automatic processing can be evident from various criteria, including whether detection of a target stimulus requires minimal attention, whether a stimulus may be processed unintentionally, and whether detection is effortless (e.g., Bargh, 1989; Logan, 1989; Shiffrin, 1988; Uleman, 1989).”