Attention, Perception, & Psychophysics

It has been argued that humans can employ mentalizing implicitly and automatically, even with others' visual experiences. In terms of visual perspective-taking (i.e., inferring another's visual experience), the Dot Perspective Task has been considered to provide evidence for this hypothesis. People were found to respond slower when their visual experience was inconsistent with others’ (referred to as the consistency effect). However, the specific underlying cognitive process of the consistency effect has been a topic of intense debate, i.e., whether the consistency effect represents a process of social cognition such as mentalizing. Here, we introduce a modified version of the Dot Perspective Task, in which all the targets appear at the position where the avatar is gazing, while some of the targets are invisible to the avatar due to a barrier that may block the avatar's line of sight. Therefore, the effect of perspective-taking and attention-cueing can be better disassociated in the modified paradigm. The results of Experiment 1 illustrated a significant consistency effect, which was further confirmed in Experiment 2. More importantly, the consistency effect was absent in Experiment 3, where the avatar sat with his back to the participants. These findings imply that the consistency effect reflects the automatic computation of others’ visual information, and rule out the attention-cueing account of the consistency effect.

A warning signal preceding an imperative stimulus by a certain foreperiod can accelerate responses (foreperiod effect). When foreperiod is varied within a block, the foreperiod effect on reaction time (RT) is modulated by both the current and the prior foreperiods. Using a non-aging foreperiod distribution in a simple-reaction task, Capizzi et al. (Cognition, 134, 39-49, 2015) found equal sequential effects for different foreperiods, which they credited to repetition priming. The multiple-trace theory of Los et al. (Frontiers in Psychology, 5, Article 1058, 2014) attributes the slope of the foreperiod-RT function to the foreperiod distribution. We conducted three experiments that examined these predicted relations. Experiment 1 tested Capizzi et al.’s prediction in a choice-reaction task and found an increasing foreperiod-RT function but a larger sequential effect at the shorter foreperiod. Experiment 2 used two distinct short foreperiods with the same foreperiod distribution and found a decreasing foreperiod-RT function. By increasing the difference between the foreperiods used in Experiment 2, Experiment 3 yielded a larger sequential effect overall. The experiments provide evidence that, with a non-aging foreperiod distribution, the variable-foreperiod paradigm yields unequal sequential-effect sizes at the different foreperiods, consistent with the multiple-trace theory but contrary to Capizzi et al.’s repetition-priming account. The foreperiod-RT functions are similar to those of the fixed-foreperiod paradigm, which is not predicted by the multiple trace theory.

Adults’ ability to attain and retain nonnative speech sound categories vary substantially among individuals. While we know that speech-perceptual skills play a role, we know less about how consolidation-related changes in acoustic-phonetic memory contribute to perceptual tasks. The goal of this investigation was to examine contributions of memory and perceptual skills to the perceptual performance on a trained nonnative speech contrast over two days. Twenty-one adult participants (ages 18–24) completed four different experiments. Three of these assessed learning and memory: visual statistical learning (implicit), visual object recognition (explicit), and nonnative (Hindi dental-retroflex) speech-sound training. Participants completed the learning tasks around 8 p.m., and performance was measured shortly after learning and again 12 hours later. On a separate day, participants completed a categorical perception task on a native (/a/–/e/) vowel continuum. Nonnative speech perception was associated with implicit learning performance when both were assessed shortly after learning, and associated with the retention of explicit memory when both were assessed after an overnight delay. Native speech-sounds were at least marginally associated with nonnative speech perception performance on both days, but with a stronger association observed with performance assessed on Day 2. These findings provide preliminary support for the interpretation that speech-sounds are encoded by at least two memory systems in parallel, but that perceptual performance may reflect acoustic-phonetic knowledge learned by different memory systems over time since exposure. Moreover, performance on speech perception tasks in both native and nonnative speech-sounds may rely on similar retrieval mechanisms for long-term storage of speech-sound information.

The SPoARC (Spatial Positional Association of Response Codes) effect refers to spatialization of information in working memory. Among the potential factors that could influence how order is mapped onto a mental space during the recognition process, we selected the following two factors: i) the type of stimuli, in particular their verbal vs. visual aspects and ii) the number of probes. In this study, 137 participants memorized sequences of either words or pictures and subsequently performed a recognition test for which they responded using lateralized keys. For half of the participants, only one probe was presented after each sequence, whereas the other half was administered several probes. A significantly greater number of participants presented a SPoARC using a single probe. We discuss that spatialization is best detected when the sequence is scanned only once. Results also showed no difference between the two types of stimuli (i.e., verbal vs. visual). This finding raises the question of the respective roles of verbalization and visualization in the SPoARC.

Our attention is constantly captured and guided by visual and/or auditory inputs. One key contributor to selecting relevant information from the environment is reward prospect. Intriguingly, while both multimodal signal processing and reward effects on attention have been widely studied, research on multimodal reward signals is lacking. Here, we investigated this using a Posner task featuring peripheral cues of different modalities (audiovisual/visual/auditory), reward prospect (reward/no-reward), and cue-target stimulus-onset asynchronies (SOAs 100–1,300 ms). We found that audiovisual and visual reward cues (but not auditory ones) enhanced cue-validity effects, albeit with different time courses (Experiment 1). While the reward-modulated validity effect of visual cues was pronounced at short SOAs, the effect of audiovisual reward cues emerged at longer SOAs. Follow-up experiments exploring the effects of visual (Experiment 2) and auditory (Experiment 3) reward cues in isolation showed that reward modulated performance only in the visual condition. This suggests that the differential effect of visual and auditory reward cues in Experiment 1 is not merely a result of the mixed cue context, but confirms that visual reward cues have a stronger impact on attentional guidance in this paradigm. Taken together, it seems that adding an auditory reward cue to the inherently dominant visual one led to a shift/extension of the validity effect in time – instead of increasing its amplitude. While generally being in line with a multimodal cuing benefit, this specific pattern highlights that different reward signals are not simply combined in a linear fashion but lead to a qualitatively different process.

We report the results of an eye tracking experiment that used the gaze-contingent moving window technique to examine individual differences in the size of readers’ perceptual span. Participants read paragraphs while the size of the rightward window of visible text was systematically manipulated across trials. In addition, participants completed a large battery of individual-difference measures representing two cognitive constructs: language ability and oculomotor processing speed. Results showed that higher scores on language ability measures and faster oculomotor processing speed were associated with faster reading times and shorter fixation durations. More interestingly, the size of readers’ perceptual span was modulated by individual differences in language ability but not by individual differences in oculomotor processing speed, suggesting that readers with greater language proficiency are more likely to have efficient mechanisms to extract linguistic information beyond the fixated word.

Alertness seems to influence selective attention processes underlying cognitive control in the flanker task, as indicated by previous findings of larger congruency effects on alert trials (in which task stimuli are preceded by alerting cues) than on no-alert trials. One hypothesis for the alerting–congruency interaction is that increased alertness promotes spatial grouping of the target and distractors. In the present study, the author tested the spatial grouping hypothesis in three experiments in which the spatial alignment (collinearity) of the target and distractors was manipulated. Reliable alerting–congruency interactions were obtained, and congruency effects on response times were smaller for misaligned stimuli than for aligned stimuli in all experiments. However, the alerting–congruency interactions were not consistently modulated by alignment, contrary to a prediction derived from the spatial grouping hypothesis. The results suggest that spatial grouping is not a viable mechanism for explaining the alerting–congruency interaction in the flanker task, helping to prune the space of theoretical possibilities for linking alertness to cognitive control.

Perceptual learning, the ability to improve the sensitivity of sensory perception through training, has been shown to exist in all sensory systems but the vestibular system. A previous study found no improvement of passive self-motion thresholds in the dark after intense direction discrimination training of either yaw rotations (stimulating semicircular canals) or y-translation (stimulating otoliths). The goal of the present study was to investigate whether perceptual learning of self-motion in the dark would occur when there is a simultaneous otolith and semicircular canal input, as is the case with roll tilt motion stimuli. Blindfolded subjects (n = 10) trained on a direction discrimination task with 0.2-Hz roll tilt motion stimuli (9 h of training, 1,800 trials). Before and after training, motion thresholds were measured in the dark for the trained motion and for three transfer conditions. We found that roll tilt sensitivity in the 0.2-Hz roll tilt condition was increased (i.e., thresholds decreased) after training but not for controls who were not exposed to training. This is the first demonstration of perceptual learning of passive self-motion direction discrimination in the dark. The results have potential therapeutic relevance as 0.2-Hz roll thresholds have been associated with poor performance on a clinical balance test that has been linked to more than a fivefold increase in falls.

Over the past 30 years, attentional bias for body shape and weight content has been implicated in the precipitation and maintenance of body dissatisfaction and eating disorders. Although the existence of this bias toward body stimuli is well-established in female populations, it is comparatively understudied in men. This review aimed to examine the nature of this visual attentional bias toward male bodies in male samples across a range of different attentional paradigms, including eye-tracking, dot-probe, and the visual search task. Results were heterogenous, finding some evidence that men with higher body dissatisfaction and eating disorder symptoms demonstrated an attentional bias toward desirable bodies of other men, and undesirable features of their own bodies. These results suggest that schematic cognitive models of body dissatisfaction and eating disorders body may also be applicable to men, however more research is needed.