By Stephen Bitgood
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Additional resources for Attention and Value: Keys to Understanding Museum Visitors
3. The pattern of attention to exhibit elements during a visit determines what is learned. , BriseñoGarzon, Anderson, & Anderson, 2007; Falk, Moussouri, & Coulson, 1998; Moussouri, 1999). For example, Falk et al. C. They found that two categories, education and entertainment, were significantly correlated with learning (as measured by their Personal Meaning Map [PMM] measure of learning). Most of the participants gave multiple reasons for their visit, but they did not report details of this data.
Given the Briseño-Garzon et al. ” Clearly, agendas continually change during the visit. To claim that the previsit agenda is the most important factor in shaping the museum experience may be premature. Additional research is needed to sort out the relative contributions of what visitors bring to the visit from the impact of the visit. 1. Attention continuum. The visitor agenda approach does not specifically address the notion of stages of attention, although the “degree of focus” measure seems to imply that an unfocused visitor will deeply engage with very little exhibit content during a visit.
Carlson (1993) invoked a combination of traditional cognitive processing approaches with Langer’s mindfulness-mindlessness construct. While he provided an excellent review of some of the literature, his model appears to imply 52 ▷ Chapter 3 that physical activity is a necessary element of mindful attention. As with Rounds, he provided a model of visitor attention, but did not provide any data. Ellis (1993) examined two viewing strategies: (1) viewing an exhibit in a prescribed order and (2) taking different cognitive perspectives while viewing.