Visual attention

A logo epitomizes a brand and depicts the picture of a product; consequently, attention, as an initial step of the AIDA model, to the logo is a good-looking index to survey the cognitive processing during consumers’ decision-making. Eye tracker extracts the visual attention data. For these reasons and appreciated from fixation duration, in the present study, the process of visual attention to the logo of a brand during decision-making was studied. To analyze the effects of the popularity of a brand on consumers’ decision-making, visual attention of 53 undergraduate students was studied. The brands were selected from two categories of beverages: soft drinks and non-alcoholic beers. Prior to the test, the participants had declared their favorite categories. The results showed that 75% of the participants selected a popular brand of their unfavorite categories. On the other hand, the difference of fixation duration between logos of popular and unknown brands did not directly relate to the choices of the participants. Therefore, these results did not correspond with the AIDA model. Additionally, cognitive processing toward the unknown brands’ logos was more than the popular brands’ logos. Moreover, the consumers who changed their decision were subjected to more cognitive processing compared to the consumers who insisted on their selection. In contrast to the AIDA model which implies that decision-making is triggered by attention, the present study indicated that decision making can also be influenced by the popularity of the brand. This can be due to optimization of the working memory usage by the brain. Finally, these results could be helpful in creating a new brand. According to the AIDA model, the more attractive logo and package of the brand, the more chance for being selected by the customers. However, our findings emphasize the importance of the popularity of the brand.

The aim of this study was to compare the effectiveness of two methods of cup stacking game and transcranial electrical stimulation of the brain (tDCS) on cognitive inhibition, auditory attention and visual attention in students with attention deficit syndrome in 2019-2020. The present study was a quasi-experimental study with a pretest-posttest design and a control group. The present study population consists of all fifth and sixth grade elementary students with symptoms of attention deficit in Tehran in 2019-2020. Among the fifth and sixth grade students, 45 students with attention deficit symptoms were selected by convenience sampling and randomly assigned to three groups of 15 people including the brain stimulation group, the cup stacking game group and the control group. The tDCS experimental group was treated for 10 sessions of 30 minutes, and the cup stacking experimental group were exposed to ten 30-minute sessions of cup stacking game. In order to evaluate the research variables, the continuous auditory visual function test (IVA) of Rosvold, Sarason, Bransome, and Beck (1956) was used. The results of mixed analysis of variance showed that cup stacking game and tDCS are both effective in improving cognitive inhibition and auditory attention of students with attention deficit syndrome, but there is no significant difference between the two methods in influencing cognitive inhibition and auditory attention (P> 0.05). Also, only the cup stacking game had a significant effect on improving visual attention, but tDCS did not have a significant effect on improving visual attention.