{"id":6017,"date":"2026-10-19T09:48:22","date_gmt":"2026-10-19T09:48:22","guid":{"rendered":"https:\/\/phd.hi.is\/doktorsvorn\/doktorsvorn-i-salfraedi-inga-maria-olafsdottir\/"},"modified":"2026-10-19T09:48:22","modified_gmt":"2026-10-19T09:48:22","slug":"doktorsvorn-i-salfraedi-inga-maria-olafsdottir","status":"publish","type":"phd_defence","link":"https:\/\/phd.hi.is\/en\/doktorsvorn\/doktorsvorn-i-salfraedi-inga-maria-olafsdottir\/","title":{"rendered":"Doktorsv\u00f6rn \u00ed s\u00e1lfr\u00e6\u00f0i &#8211; Inga Mar\u00eda \u00d3lafsd\u00f3ttir"},"content":{"rendered":"<div class=\"field-items\">\n<div class=\"field-item even\" property=\"content:encoded\">\n<p>M\u00e1nudaginn 30. n\u00f3vember ver Inga Mar\u00eda \u00d3lafsd\u00f3ttir doktorsritger\u00f0 s\u00edna \u00ed s\u00e1lfr\u00e6\u00f0i vi\u00f0 S\u00e1lfr\u00e6\u00f0ideild H\u00e1sk\u00f3la \u00cdslands. Ritger\u00f0in ber heiti\u00f0: <strong>\u00deroski sj\u00f3nr\u00e6nnar athygli og tengsl vi\u00f0 st\u00fdrif\u00e6rni. The development of visual attention and its connection with executive functions.<\/strong><\/p>\n<p><strong>V\u00f6rninni ver\u00f0ur streymt:\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/livestream.com\/hi\/doktorsvorningamariaolafsdottir\">https:\/\/livestream.com\/hi\/doktorsvorningamariaolafsdottir<\/a><\/p>\n<p>Andm\u00e6lendur eru dr. Beatriz Gil-G\u00f3mez de Lia\u00f1o, pr\u00f3fessor vi\u00f0 Universidad Aut\u00f3noma de Madrid, og dr. Kamilla R\u00fan J\u00f3hannsd\u00f3ttir, pr\u00f3fessor vi\u00f0 H\u00e1sk\u00f3lann \u00ed Reykjav\u00edk.<\/p>\n<p>Umsj\u00f3narkennari, lei\u00f0beinandi og doktorsnefnd voru dr. \u00c1rni Kristj\u00e1nsson, pr\u00f3fessor vi\u00f0 S\u00e1lfr\u00e6\u00f0ideild H\u00e1sk\u00f3la \u00cdslands, og dr. Steinunn Gestsd\u00f3ttir, pr\u00f3fessor vi\u00f0 S\u00e1lfr\u00e6\u00f0ideild H\u00e1sk\u00f3la \u00cdslands.\u00a0<\/p>\n<p>Ur\u00f0ur Njar\u00f0v\u00edk, pr\u00f3fessor og forseti S\u00e1lfr\u00e6\u00f0ideildar, stj\u00f3rnar ath\u00f6fninni sem fer fram \u00ed H\u00e1t\u00ed\u00f0asal H\u00e1sk\u00f3la \u00cdslands og hefst kl. 13.00.<\/p>\n<p><strong>Fj\u00f6ldatakm\u00f6rkun: Einungis 10 manns geta veri\u00f0 \u00ed salnum \u00e1 me\u00f0an doktorsv\u00f6rninni stendur<\/strong>.<\/p>\n<p><strong>\u00c1grip af ranns\u00f3kn<\/strong><\/p>\n<p>Hef\u00f0 hefur myndast fyrir \u00fev\u00ed a\u00f0 rannsaka sj\u00f3nr\u00e6na athygli me\u00f0 sj\u00f3nleitarverkefnum \u00fear sem a\u00f0eins eitt mark\u00e1reiti er til sta\u00f0ar \u00ed hverri umfer\u00f0. \u00deannig finna \u00fe\u00e1tttakendur \u00e1reiti\u00f0, svara, leit er loki\u00f0 og umfer\u00f0in kl\u00e1rast. \u00deesslags ranns\u00f3knir hafa veri\u00f0 afar gagnlegar og auki\u00f0 vitneskju okkar um sj\u00f3nr\u00e6na athygli gr\u00ed\u00f0arlega, en \u00fe\u00e6r eru a\u00f0 \u00f6llum l\u00edkindum ekki \u00e1kj\u00f3sanlegar til a\u00f0 kanna hvernig sj\u00f3nr\u00e6n athygli verkar yfir lengri t\u00edma. \u00dea\u00f0 er \u00fev\u00ed vandkv\u00e6\u00f0um bundi\u00f0 a\u00f0 \u00f6ll l\u00edk\u00f6n og kenningar um virkni sj\u00f3nr\u00e6nnar athygli eru komin fr\u00e1 ranns\u00f3knum sem nota a\u00f0eins eitt mark\u00e1reiti, \u00fear sem \u00fe\u00e6r veita a\u00f0eins augnabliksglefsur af virkni athyglinnar \u00e1 hverri stundu. S\u00f6fnunarranns\u00f3knir eru g\u00f3\u00f0ur valkostur vi\u00f0 hef\u00f0bundin sj\u00f3nleitarverkefni, \u00fear sem \u00fe\u00e6r gera okkur kleift a\u00f0 rannsaka hvernig \u00fe\u00e1tttakendur leita a\u00f0 m\u00f6rgum mark\u00e1reitum innan um truflara. Me\u00f0 s\u00f6fnunarverkefnum getum vi\u00f0 rannsaka\u00f0 sj\u00f3nr\u00e6na athygli yfir lengri t\u00edma me\u00f0 gagnvirku verkefni og fengi\u00f0 \u00feannig uppl\u00fdsingar um \u00fea\u00f0 hvernig athyglin f\u00e6rist yfir leitarskj\u00e1inn, auk \u00feess a\u00f0 geta rannsaka\u00f0 val \u00e1 mark\u00e1reitum, b\u00e6\u00f0i me\u00f0 tilliti til sta\u00f0setningar og ger\u00f0ar \u00feeirra. \u00cd \u00feremur ranns\u00f3knum hefur veri\u00f0 sko\u00f0a\u00f0ur \u00feroski sj\u00f3nr\u00e6nnar athygli me\u00f0 s\u00f6fnunarverkefnum, hj\u00e1 b\u00f6rnum fr\u00e1 fj\u00f6gurra \u00e1ra og allt a\u00f0 fullor\u00f0insaldri. Jafnframt hefur frammist\u00f6\u00f0u \u00ed s\u00f6fnun veri\u00f0 borin saman vi\u00f0 \u00feroska \u00fdmissa undirflokka st\u00fdrif\u00e6rni. S\u00f6fnunarverkefni\u00f0 er lagt fyrir \u00e1 spjaldt\u00f6lvu og mark\u00e1reiti geta skilgreind \u00fat fr\u00e1 einum \u00fe\u00e6tti, svo sem lit, e\u00f0a samsetningu tveggja \u00fe\u00e1tta, svo sem litar og l\u00f6gunar. \u00cd greinum I og II er s\u00fdnt fram \u00e1 a\u00f0 s\u00f6fnunarh\u00e6fni tekur miklum framf\u00f6rum \u00e1 milli fj\u00f6gurra og t\u00f3lf \u00e1ra aldurs, ekki a\u00f0eins \u00ed erfi\u00f0u sams\u00f6fnunarverkefni \u00fear sem mark\u00e1reiti eru skilgreind \u00fat fr\u00e1 samsetningu litar og l\u00f6gunar, heldur einnig \u00ed einf\u00f6ldu \u00fe\u00e1ttas\u00f6fnunarverkefni. \u00deessar ni\u00f0urst\u00f6\u00f0ur eru \u00ed \u00f3samr\u00e6mi vi\u00f0 ranns\u00f3knir sem notast vi\u00f0 a\u00f0eins eitt mark\u00e1reiti \u00ed hverri umfer\u00f0, \u00fear sem enginn munur finnst \u00e1 \u00fe\u00e1ttaleit hj\u00e1 mj\u00f6g ungum b\u00f6rnum og fullor\u00f0num. Grein I s\u00fdnir einnig fram \u00e1 a\u00f0 b\u00e6\u00f0i \u00fe\u00e1tta- og sams\u00f6fnunarh\u00e6fni tengjast frammist\u00f6\u00f0u \u00e1 st\u00fdrif\u00e6rniverkefnum, en tengslin \u00e1 milli \u00feessara ferla eru ekki \u00feau s\u00f6mu hj\u00e1 b\u00f6rnum og fullor\u00f0num. \u00cd grein II er svo s\u00fdnt fram \u00e1 a\u00f0 aldursmunur \u00ed s\u00f6fnunarframmist\u00f6\u00f0u orsakast af st\u00f3rum hluta vegna \u00feroska st\u00fdrif\u00e6rni. \u00cd grein III er sko\u00f0a\u00f0 skipulag s\u00f6fnunar, \u00fea\u00f0 er hvort ferill s\u00f6fnunarinnar s\u00e9 skipulegur yfir leitarskj\u00e1inn. Skipulag s\u00f6fnunar fer vaxandi alveg upp til fullor\u00f0ins\u00e1ra, auk \u00feess sem m\u00e6lingar \u00e1 skipulagi hafa tengsl vi\u00f0 a\u00f0rar hli\u00f0ar s\u00f6fnunarh\u00e6fni. \u00dea\u00f0 bendir til \u00feess a\u00f0 \u00feroski sj\u00f3nr\u00e6nnar athygli s\u00e9 a\u00f0 einhverju leyti h\u00e1\u00f0ur skipulagsh\u00e6fni. Ni\u00f0urst\u00f6\u00f0ur \u00feessara ranns\u00f3kna gefa d\u00fdpri inns\u00fdn \u00ed \u00feroska sj\u00f3nr\u00e6nnar athygli en h\u00e6gt v\u00e6ri a\u00f0 \u00f6\u00f0last me\u00f0 ranns\u00f3knum sem a\u00f0eins nota eitt mark\u00e1reiti \u00ed hverri umfer\u00f0. \u00deannig undirstrika \u00fe\u00e6r \u00fe\u00f6rfina til a\u00f0 rannsaka sj\u00f3nr\u00e6na athygli \u00fat fr\u00e1 fleiri en einu sj\u00f3narhorni, svo h\u00e6gt s\u00e9 a\u00f0 skilja til fullnustu virkni hennar og \u00feroskaferil.<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p>Visual attention has traditionally been studied with single-target search tasks where observers look for a single target and make a response, then the search is over and the trial ends. These studies have furthered our knowledge of visual attention tremendously, but they might not be ideal to describe visual orienting over time. It is therefore problematic that most all models of visual attention are derived from studies using a single target, only gaining a snapshot of attentional processing in each trial. Foraging research is an alternative to single-target search, where observers search for multiple targets among distractors. Foraging enables us to study attention over extended time periods with dynamic tasks, thus gaining insights into visual orienting over time, as well as target selection, both in terms of target location and characteristics. In a series of three studies, I investigated the development of visual attention with a foraging task, from children aged four years up until adulthood, and compared performance on various measures of foraging to executive functioning abilities. The foraging task is administered on a touch screen device and targets can be defined by either a single feature, such as color, or a conjunction of two features, such as color and shape. In papers I and II, I found that foraging abilities improve drastically between ages four and 12, not only in the more difficult conjunction foraging condition but also in feature foraging. Those results contradict findings from studies using only a single target per trial, where no difference is found between feature search of very young children and adults. Paper I reveals that both feature and conjunction foraging are connected with executive functions, but that these relations differ between children and adults. Paper II further reveals that age differences in foraging are largely mediated by the development of executive functions. In paper III, I look at the development of foraging organization, or the systematicity of the foraging path through each trial. I found that foraging organization continues to improve throughout childhood and adolescence, and that the organizational measures are connected with other aspects of foraging abilities, indicating that visual attentional development might be somewhat dependent upon organizational abilities. Taken together, these papers provide new insights into the development of visual attention, that would have been impossible to gain with studies using only a single target per trial. In doing so they highlight the need to study visual attention from various perspectives, so that we can gain a fuller understanding of its processes and their development.<\/p>\n<p><strong>Um doktorsefni\u00f0<\/strong><\/p>\n<p>Inga Mar\u00eda \u00d3lafsd\u00f3ttir er f\u00e6dd \u00ed Reykjav\u00edk \u00feann 30. september 1986. H\u00fan lauk st\u00fadentspr\u00f3fi af m\u00e1labraut Menntask\u00f3lans vi\u00f0 Hamrahl\u00ed\u00f0 \u00e1ri\u00f0 2006, BS-pr\u00f3fi \u00ed s\u00e1lfr\u00e6\u00f0i fr\u00e1 s\u00e1lfr\u00e6\u00f0ideild 2012 og cand.psych.-pr\u00f3fi \u00ed kl\u00edn\u00edskri s\u00e1lfr\u00e6\u00f0i fr\u00e1 s\u00e1lfr\u00e6\u00f0ideild \u00e1ri\u00f0 2015. Fr\u00e1 2015 hefur h\u00fan lagt stund \u00e1 doktorsn\u00e1m vi\u00f0 H\u00e1sk\u00f3la \u00cdslands \u00e1samt \u00fev\u00ed a\u00f0 sinna stundakennslu \u00ed \u00fdmsum n\u00e1mskei\u00f0um s\u00e1lfr\u00e6\u00f0ideildar. Fa\u00f0ir Ingu Mar\u00edu er \u00d3lafur Unnar Kristj\u00e1nsson og m\u00f3\u00f0ir hennar er Sesselja Bj\u00f6rnsd\u00f3ttir. Inga Mar\u00eda er gift \u00c1sgeiri Vi\u00f0ari \u00c1rnasyni og eiga \u00feau d\u00e6turnar Freyju R\u00fan 8 \u00e1ra og \u00cdrisi K\u00f6tlu 4 \u00e1ra.<\/p>\n<\/div><\/div>","protected":false},"featured_media":1267,"template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"_phd_date_start":"2020-11-30T13:00:00+00:00","_phd_date_end":"2020-11-30T16:00:00+00:00","_phd_location":"A\u00f0albygging H\u00e1t\u00ed\u00f0asalur","_phd_admission":"A\u00f0gangur \u00f3keypis","_phd_thesis_title":"\u00deroski sj\u00f3nr\u00e6nnar athygli og tengsl vi\u00f0 st\u00fdrif\u00e6rni. The development of visual attention and its connection with executive functions","_phd_source_url":"https:\/\/gamli.hi.is\/vidburdir\/doktorsvorn_i_salfraedi_inga_maria_olafsdottir","_phd_source_node_id":"370545","_phd_source_type":"vidburdir","_phd_member_id":251,"footnotes":""},"phd_school":[60,75],"phd_discipline":[76],"class_list":["post-6017","phd_defence","type-phd_defence","status-publish","has-post-thumbnail","hentry","phd_school-heilbrigdisvisindasvid","phd_school-salfraedideild","phd_discipline-phd-i-salfraedi"],"_links":{"self":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_defence\/6017","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_defence"}],"about":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/types\/phd_defence"}],"version-history":[{"count":0,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_defence\/6017\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/media\/1267"}],"wp:attachment":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/media?parent=6017"}],"wp:term":[{"taxonomy":"phd_school","embeddable":true,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_school?post=6017"},{"taxonomy":"phd_discipline","embeddable":true,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_discipline?post=6017"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}