Stress improves selective attention towards emotionally neutral left ear stimuli

Research concerning the impact of psychological stress on visual selective attention has produced mixed results. The current paper describes two experiments which utilise a novel auditory oddball paradigm to test the impact of psychological stress on auditory selective attention. Participants had to report the location of emotionally-neutral auditory stimuli, while ignoring task-irrelevant changes in their content. The results of the first experiment, in which speech stimuli were presented, suggested that stress improves the ability to selectively attend to left, but not right ear stimuli. When this experiment was repeated using tonal stimuli the same result was evident, but only for female participants. Females were also found to experience greater levels of distraction in general across the two experiments. These findings support the goal-shielding theory which suggests that stress improves selective attention by reducing the attentional resources available to process task-irrelevant information. The study also demonstrates, for the first time, that this goal-shielding effect extends to auditory perception.     

Focus of attention and automaticity in handwriting

This study investigated the nature of automaticity in everyday tasks by testing handwriting performance under single and dual-task conditions. Item familiarity and hand dominance were also manipulated to understand both cognitive and motor components of the task. In line with previous literature, performance was superior in an extraneous focus of attention condition compared to two different skill focus conditions. This effect was found only when writing with the dominant hand. In addition, performance was superior for high familiarity compared to low familiarity items. These findings indicate that motor and cognitive familiarity are related to the degree of automaticity of motor skills and can be manipulated to produce different performance outcomes. The findings also imply that the progression of skill acquisition from novel to novice to expert levels can be traced using different dual-task conditions. The separation of motor and cognitive familiarity is a new approach in the handwriting domain, and provides insight into the nature of attentional demands during performance.     

Distinguishing between discriminative and motivational functions of stimuli.

A discriminative stimulus is a stimulus condition which, (1) given the momentary effectiveness of some particular type of reinforcement (2) increases the frequency of a particular type of response (3) because that stimulus condition has been correlated with an increase in the frequency with which that type of response has been followed by that type of reinforcement. Operations such as deprivation have two different effects on behavior. One is to increase the effectiveness of some object or event as reinforcement, and the other is to evoke the behavior that has in the past been followed by that object or event. "Establishing operation" is suggested as a general term for operations having these two effects. A number of situations involve what is generally assumed to be a discriminative stimulus relation, but with the third defining characteristic of the discriminative stimulus absent. Here the stimulus change functions more like an establishing operation than a discriminative stimulus, and the new term, "establishing stimulus," is suggested. There are three other possible approaches to this terminological problem, but none are entirely satisfactory.     

Distinguishing between conduct problem and emotionally disturbed students in secondary school: a five-instrument discriminant analysis

Five instruments, the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, Personality Inventory for Children, 16 PF Test, and Tennessee Self-concept Scale, were given to differentiate between 50 conduct problem and 48 emotionally disturbed students assigned in public school to secondary level classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to both a pre-assessment categorization as conduct problem vs emotionally disturbed and a post-assessment classification as no problem vs conduct problem vs emotionally disturbed vs combined problem is presented. The analysis indicated that the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, and Personality Inventory for Children can, with variable effectiveness, significantly classify adolescents into groups using such pre- and post-assessment information.     

Negative priming between pictures and words in a selective attention task: Evidence for semantic processing of ignored stimuli

This study examined the processing of ignored pictures and words when attention was directed to a different picture or word. Previous work by Tipper (1985) demonstrated that the priming effect of an ignored picture on a subsequent categorically related picture is inhibitory. This effect was termednegative priming. Tipper concluded that ignored pictures achieved abstract categorical levels of internal representation, and that these representations were inhibited during selection of a simultaneously presented picture. This conclusion, however, was premature. Observation of the figures used by Tipper suggests that objects within a category have greater structural similarity than do objects in different categories. The negative priming effect could therefore be at a structural level of representation. The present study examined priming across symbolic domains (pictures and words) where there was no structural relationship between objects. Negative priming was again observed and was equivalent to the negative priming observed within symbolic domain. These data suggest that ignored drawings and words do achieve abstract categorical levels of representation, and that the mechanisms underlying negative priming operate at, or beyond, this level.     

On the automaticity of relational stimulus processing

Psychological Research - While it is widely accepted that the semantic analysis of a stimulus can take place in an automatic fashion, it is typically assumed that non-automatic processes are...     

Distinguishing between conduct-problem and emotionally disturbed students in elementary school: a five-instrument discriminant analysis.

Five instruments, the Children's Manifest Anxiety Scale, Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, Piers-Harris Children's Self-concept Scale, and Revised Behavior Problem Checklist, were employed to effect differentiations between 44 conduct-problem and 31 emotionally disturbed students placed in public elementary school classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to both a preassessment categorization as conduct-problem vs emotionally disturbed and a postassessment classification as no problem vs conduct-problem vs emotionally disturbed vs combined problem is presented. The analysis indicated that the Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, and Revised Behavior Problem Checklist can, with variable effectiveness, significantly classify groups using such pre- and postassessment information.     

Asymmetries in the processing of emotionally valenced words

Earlier research has shown a valence dependent encoding asymmetry of emotional words (e.g., Pratto & John, 1991; White, 1996; Stenberg, Wiking & Dahl, 1998). To further study this asymmetry, two word detection experiments were performed based on the following hypothesis: when there is a more thoroughly processing of the valence, in this case a valence categorisation, there will be, in a subsequent task, prolonged latencies for negative words, compared to positive words. The result gave significantly prolonged response latencies for negative words compared to positive ones in the subsequent detection task when using an affective orienting task, something not found using a non-affective orienting task. The results support the Mobilization-Minimization hypothesis (Taylor, 1991), according to which negative events and stimuli occupy more cognitive resources, but with some limitation: the affective asymmetry, with prolonged latencies for negative words, occurs only when there is a deepened encoding of the affective component of the words.     

Assessing the automaticity of the exogenous orienting of tactile attention

We examined whether or not abrupt tactile onsets are capable of exogenously capturing tactile spatial attention when visual spatial attention is focused elsewhere. In experiment 1, we compared performance under dual-task conditions (where participants performed a tactile exogenous cuing task and a rapid serial visual presentation--RSVP--task at the same time) with their performance under single-task conditions (where the participants had to perform only the cuing task, although the RSVP stream was still presented in the background) and to a no-stream condition (where only the cuing task was presented). Tactile cuing was completely suppressed in both the dual-task and single-task conditions, showing that exogenous tactile spatial orienting is modulated by visual-spatial attention, which hence appears to be far from truly automatic. In experiment 2, we demonstrated that the abolishment of exogenous tactile orienting was not caused by the transient presentation of abrupt onset stimuli (letters). These results therefore show that exogenous spatial attentional orienting toward abrupt peripheral tactile stimuli is possible as long as perceptual resources are not depleted by a perceptually demanding (RSVP) task.     

Temporal processing of emotional stimuli: the capture and release of attention by angry faces

Neuroimaging data suggest that emotional information, especially threatening faces, automatically captures attention and receives rapid processing. While this is consistent with the majority of behavioral data, behavioral studies of the attentional blink (AB) additionally reveal that aversive emotional first target (T1) stimuli are associated with prolonged attentional engagement or "dwell" time. One explanation for this difference is that few AB studies have utilized manipulations of facial emotion as the T1. To address this, schematic faces varying in expression (neutral, angry, happy) served as the T1 in the current research. Results revealed that the blink associated with an angry T1 face was, primarily, of greater magnitude than that associated with either a neutral or happy T1 face, and also that initial recovery from this processing bias was faster following angry, compared with happy, T1 faces. The current data therefore provide important information regarding the time-course of attentional capture by angry faces: Angry faces are associated with both the rapid capture and rapid release of attention.     

The role of attention and relatedness in emotionally enhanced memory

Examining the positive and negative pictures separately revealed that emotionally enhanced memory (EEM) for positive pictures was mediated by attention, with no significant influence of emotional arousal, whereas the reverse was true of negative pictures. Consistent with this finding, in Experiment 2 EEM for negative pictures was found even when task emphasis was manipulated so that equivalent attention was allocated to negative and neutral pictures. The results show that attention and semantic relatedness contribute to EEM, with the extent varying with emotional valence. Negative emotion can influence memory independently of these 2 factors.     

Simple arithmetic processing: the question of automaticity

In adult simple arithmetic performance, it is commonly held that retrieval of solutions occurs automatically from a network of stored facts in memory. However, such an account of performance necessarily predicts a uniform reaction time for solution retrieval and is therefore not consistent with the robust finding that reaction time increases with problem size and difficulty. Additionally, past research into arithmetic performance has relied on tasks that may have actually induced and measured attentional processing, thereby possibly confounding previous results and conclusions pertaining to automaticity. The present study therefore, attempted to more reliably assess the influence of automatic processing in arithmetic performance by utilizing a variant of the well-established semantic word-priming procedure with a target-naming task. The overall results revealed significant facilitation in naming times at SOAs of 240 and 1000 ms for congruent targets i.e., targets that represented the correct solutions to problems presented as primes (e.g., 6+8 and 14). Significant inhibition in comparison to a neutral condition (0+0 and 17) was also observed at 120 and 240 ms SOAs in naming incongruent targets (e.g., 6+8 and 17). Furthermore, response times were found to vary as a function of both arithmetic fluency and problem size. Differences in performance to addition and multiplication operations and implications for cognitive research and education are considered.     

Efficiency and automaticity of self-schema processing in clinical depressives

In this study, female clinical depressives and nondepressed control subjects made a series of self-referent personality judgments concerning depressed and nondepressed content personal adjectives. Employing rating times (RTs) for the personality decisions as a dependent measure, it was found that both clinical depressives and nondepressed psychiatric controls processed self-schema congruent content more efficiently (with quicker RTs), than incongruent content. To further test for the automaticity of self-schema processing, half the depressed and nondepressed adjectives were rated while subjects held six digits in memory (a concurrent memory load). Here it was found that the independent variable of memory load (zero vs. six digits) did not interact significantly with the remaining independent variables of groups (clinical depressives, psychiatric nondepressives, normal nondepressives), decision type (yes, no), and adjective content (depressed, nondepressed). The lack of any interactions involving the memory load factor provides initial evidence for self-schema processing as an automatic process, rather than as a process that demands attentional capacity.This research was supported, in part, by a Social Sciences and Humanities Research Council Doctoral Fellowship to Michael R. MacDonald.     

Selective attention for masked and unmasked emotionally toned stimuli: Effects of trait anxiety,state anxiety,and test order

We investigated selective attention for masked and unmasked, threat, and positively valenced words, in high trait anxious (HTA) and low trait anxious (LTA) individuals using the emotional Stroop colour‐naming task. State anxiety was varied within participants through the threat of electric shock. To investigate whether the sequencing of the state anxiety manipulation affected colour‐naming latencies, the ordering of the shock threat and shock safe conditions was counterbalanced across participants. The results indicated that the ordering of the state anxiety manipulation moderated masked and unmasked threat bias effects. Specifically, relative to LTA individuals, HTA individuals showed a threat interference effect, but this effect was limited to those who performed under the threat of shock in the later stages of the experiment. Irrespective of exposure mode and state anxiety status, all individuals showed interference for threat in the early stages of the experiment, relative to a threat facilitation effect in the later stages of the experiment. For the unmasked trials alone, the data also revealed a significant threat interference effect for the HTA group relative to the LTA group in the shock threat condition, and this effect was evident irrespective of shock threat order. The results are discussed with respect to the automatic nature of emotional processing in anxiety.     

Selective attention: effects of cuing on the processing of different types of compound stimuli

Pigeons in a matching-to-sample experiment received (a) element samples (one of two colors or vertical or horizontal white lines), (b) separated compound samples (a color and a line element presented together), and (c) unified compound samples (vertical or horizontal colored lines). In Phase I, test stimuli were the two elements from one dimension; the dimension tested varied randomly when the sample was a compound. Element samples were matched better than unified samples, which were matched better than separated samples. In Phase II, two samples preceded the tests. On EC trials, the first sample (S1) was an element, and the second sample (S2) was a compound; on CE trials this order was reversed. One element of the compound sample was always the one appearing as the element sample on that trial (e.g., S1 = red, S2 = red-vertical). This element also served as the correct test alternative (e.g., test = red+ vs. green) except on probe trials when the correct test was the other element appearing in the compound (e.g., test = vertical+ vs. horizontal). Accuracy varied as a function of sample sequence when the compound was separated (EC greater than CE on nonprobe trials and CE greater than EC on prove trials). This pattern was not observed when the compound was unified. The data suggest that the element in EC trials served as a cue that increased processing of the cued dimension and decreased processing of the noncued dimension of separated compounds. However, both dimensions of unified compounds seem to have been processed regardless of cuing.(ABSTRACT TRUNCATED AT 250 WORDS)     

Modularity in musical processing: the automaticity of harmonic priming

Three experiments investigated the modularity of harmonic expectations that are based on cultural schemata despite the availability of more predictive veridical information. Participants were presented with prime-target chord pairs and made an intonation judgment about each target. Schematic expectation was manipulated by the combination of prime and target, with some transitions being schematically more probable than others. Veridical information in the form of prime-target previews, local transition probabilities, or valid versus invalid previews was also provided. Processing was facilitated when a schematically probable target chord followed the prime. Furthermore, this effect was independent of all manipulations of veridical expectation. A solution to L. B. Meyer's (1967b) query "On Rehearing Music" is suggested, in which schematic knowledge contributes to harmonic expectation in a modular manner regardless of whether any veridical knowledge exists.     

Amygdala responses to emotionally valenced stimuli in older and younger adults

Abstract— As they age, adults experience less negative emotion, come to pay less attention to negative than to positive emotional stimuli, and become less likely to remember negative than positive emotional materials. This profile of findings suggests that, with age, the amygdala may show decreased reactivity to negative information while maintaining or increasing its reactivity to positive information. We used event-related functional magnetic resonance imaging to assess whether amygdala activation in response to positive and negative emotional pictures changes with age. Both older and younger adults showed greater activation in the amygdala for emotional than for neutral pictures; however, for older adults, seeing positive pictures led to greater amygdala activation than seeing negative pictures, whereas this was not the case for younger adults.     

Simple arithmetic processing: Individual differences in automaticity

This study investigated individual differences in the ability to automatically access simple addition and multiplication facts from memory. It employed a target-naming task and a priming procedure similar to that utilised in the single word semantic-priming paradigm. In each trial, participants were first presented with a single digit arithmetic problem (e.g., 6+8) and were then presented with a target that was either congruent (e.g., 14) or incongruent (e.g., 17) with this prime. Response times for congruent and incongruent conditions were then compared to a neutral condition (e.g., X+Y, with target 14). For the high skilled group, significant facilitation in naming congruent multiplication and addition targets was found at SOAs of 300 and 1000?ms. In contrast, for the low skilled group, facilitation in naming congruent targets was only observed at 1000?ms. Significant inhibition in naming incongruent multiplication and addition targets at 300?ms, and addition targets at 1000?ms, was found for the high skilled group alone. This advantage in access to simple facts for the high skilled group was then further supported in a problem size analysis that revealed individual differences in access to small and large problems that varied by operation. These findings support the notion that individual differences in arithmetic skill stem from automaticity in solution retrieval and additionally, that they also derive from strategic access to multiplication solutions.     

The role of attention in the associative binding of emotionally arousing words

In the present study, we examined the role of attention in modulating the memory benefit of emotional arousal for same-valence word pair associations. To assess the role of attention either at encoding or at retrieval, participants studied lists of positive, neutral, and negative words pairs under full attention, divided attention at encoding, or divided attention at retrieval, and then were tested on the single words and on the associations between words. Consistent with past studies, memory accuracy was higher for emotional items than for neutral items, and no memory difference was observed across emotional arousal conditions for associations when encoding occurred under full attention. In contrast, memory accuracy was higher for emotionally arousing items and associations relative to neutral items when encoding occurred under divided attention. Finally, dividing attention at retrieval revealed similar effects across emotion conditions, suggesting that retrieval of emotional stimuli relative to neutral stimuli, unlike encoding, does not benefit from automatic processing. The discussion emphasizes the role of automatic processing during encoding in producing the benefit of emotionally enhanced memory, as well as the extent to which controlled attention is responsible for eliminating or reversing (relative to neutral materials) emotionally enhanced memory for associations. Additionally, the implications of the divided-attention-at-retrieval manipulation include consideration of the way in which emotional items may be consciously processed during encoding.