When I was in high school, I was meeting some friends at the movie theater.

I was a little late, so they had already sat down and the lights had gone off because the movie was about to start. My visual perception was diminished because there were no lights. I could see some faces from the glow of the theater projector, but it was difficult. I scanned from left to right and top to bottom. According to Ashcraft & Radvans y !"#$#%, when the eye sweeps from one point to another, it is called saccades. &he eyes actually move in a 'uic jer ing motion. I used bottom(up processing through my sense of sight, and I used top(down processing through my prior nowledge of the physical characteristics of my friends and that they were in fact in that theater. According to the signal detection theory, humans are able to discern between targets !characteristics of faces% and the response bias is receiving a greater personal reward for a particular outcome !finding my friends% !Argosy )niversity online, "#$*%. A conjunctive search occurs when the distractors and the target!s% have many of the same characteristics li e color, orientation, si+e, and shape. ,ince I was searching for my friends in a group of people, I did use a conjunctive search along with visual feature detection. I new all of the physical characteristics of my friends, so I was searching for the color of their hair and characteristics of their faces. &here were a lot of people sitting in the theater, but all of them have different faces !different orientation%, however, they all share the same characteristics of humans !si+e% ma ing this search ineffective. If I were searching for my friends in a group of cattle, they would be easy to spot because they have different color, orientation, si+e, and shape than the cattle. According to -ershier & -ochstein !"##.%, the pop(out effect is the ability to detect a specific target among several different distractors. )pon failing to notice where my friends were sitting using a conjunctive search, I decided to call one of them via cell phone. I used the pop(out effect to find the targets !people using a cell phone% from all of the distractors !everyone in the theater%. Another pop(out effect I could have used was as ing my friends if they would wave their hands in the air or stand up when I wal ed into the theater because they would probably notice me before I noticed them. If I were to write a long email that stood out to the recipient I would do a variety of things. /irst, one must ta e into account the span of apprehension. According to Ashcraft & Radvans y !"#$#%, this is the number of items recallable after their display. Another aspect one must ta e into account is interference, which is forgetting something because of some sort of mental stimulation or mental processing. 0ne must also remember the automatic and conscious processing theories. &he writer of the email must ma e sure the email grabs the reader1s

attention, is an enjoyment to read, and does not include repetitive language, so that person does not turn on the automatic process of reading. &his happens when someone uses selective attention and is thin ing about something else while reading. If the person is consciously processing what he or she is reading and understanding the material, he or she is li ely to have introspection and awareness. &his process ta es more effort than automatic processing, so it is important to be direct in an email. &he email should be tailored to the recipient. 2inguistic effects, language ability, si+e of the recipient1s wor ing memory, decoding of words into their meanings, and steady polysemy !different words that are related to each other% can affect the reader1s conscious processing of the email. !Ashcraft & Radvans y, "#$#%. 3ewspapers and maga+ines often use several short paragraphs, so the reader does not get lost in the article. &his techni'ue should also be used in writing a lengthy email. I have come into contact with several poor warnings. I bought a little air compressor from the hardware store, put oil in it and read over the instructions. It said nothing about an air filter, so I started it and noticed it was not filling with air. Apparently, I was supposed to buy and air filter for it separately. After I bought the air filter, I reali+ed there was a little piece of paper in the bo4 that said 5do not run without an air filter6. Another poor warning happened when I was snowboarding in an unfamiliar area. I went out of bounds and ended up having to ta e my snowboard off and wal bac onto the course. As I was wal ing, I noticed a little brown sign that said 5closed6 and had an arrow pointing the direction I went. &hese warnings were not noticeable. References Argosy )niversity online !"#$*%. Module 2 lectures. Retrieved from eclassroom Ashcraft, M.-. & Radvans y, 7.A. !"#$#%. Cognition 5th Edition. 8rentice -all -ershier, 0. & -ochstein, ,. !"##.%. At first sight9 A high(level pop out effect for faces National Institutes of Health 45!$*% pp. $:#:($:";. Retrieved from http9<<www.ncbi.nlm.nih.gov<pubmed<$.:=">;.