A Framework for Emotions and Dispositions in Man-Companion Interaction - Coverbal Synchrony in Human-Machine Interaction - page 117

Vigilance refers to the sustained attention (German: Wachheit) during
a certain period of time. Vigilance is the requirement for conscious
information processing. It correlates in a causal-functional fashion with
the stimulation of the central nervous system. The two poles on the
vigilance continuum are high activation, e.g. extreme stress or startle
and slow wave sleep. Vigilance refers also to the ability to respond
to accidental, low-threshold, and seldom events in a meaningful
manner. The vigilance stages can be measured continuously with the
electroencephalogram.
Selective attention is the limited ability to simultaneously pay attention
to multiple stimuli or sensory modalities. The reason for this limited
ability is the assumption of limited information-processing capacity of
an individual. The selective attention (also concentration) describes the
focused attention on certain stimuli, mostly provided within the context
of a task, while other stimuli can be ignored. Eye tracking would be an
appropriate measure.
Avoidance is an action tendency to withdraw from a situation or action.
It is triggered by a (conscious or unconscious) assessment of the situation
as unpleasant, dangerous, or threatening. Also, a threat to one's self-
worth or the anticipation of effort can trigger avoidance. Avoidance of
a behavior triggered by (anticipated or imaginary) ideas can protect
from unpleasant states, but also prevents new and positive experiences.
Avoidance behavior is behavior that is learned through a combination
of traditional and operant conditioning or by learning from role models.
The self-reinforcement of avoidance behavior by negative reinforcement
turns avoidance behavior into a stable behavior pattern.
Interest is a form of selective attention, which is referred to as the
cognitive participation and attention to certain topics, tasks (for example,
the reading of information) and content areas. It classifi es the interests
of a person for certain things (e.g. professional interests, hobbies, or
political interests). Modern interest theories and research approaches
(Krapp, 2002) describe a person-object concept, in which the degree of
interest is defi ned by the subjective appreciation of an object area. This
term is particularly relevant for tutorial systems because interest is
defi ned there as the emotional, motivational, and cognitive interaction
between a person and his/her object areas. Lack of interest can therefore
be described as distraction, lack of selective attention, etc.
Frustration is created when a person is prevented from reaching a goal
because of real (external) or imagined (internal) reasons. The intensity
of the frustration depends on the attractiveness of the goal and the
motivation to reach the goal. An emotional response to frustration may