视觉情绪知觉需要注意和意识吗？困惑及其原因

一些研究者通过操纵刺激知觉条件或者被试注意资源的分配方式来改变意识水平,他们报告视觉情绪刺激可以在没有进入意识的条件下知觉。但最近采用更为客观的方法揭示先前研究中所用的测量意识觉知的标准并不客观有效,这些以信号检测论为基础的研究显示,视觉情绪知觉离不开注意,注意通过自上而下和自下而上两种方式调控情绪知觉,除此之外还发现,个性变量,比如焦虑特质的差异也会影响到情绪知觉     

Perception of phosphenes and flashed alphabetical characters is enhanced by single-pulse transcranial magnetic stimulation of anterior frontal lobe: the thalamic gate hypothesis

Single pulses of transcranial magnetic stimulation (sTMS) restricted locally to the primary cortical areas for somatosensory and visual input, unlike the effects of repetitive stimulation, usually fail to elicit projected sensations. We tested the effect of sTMS over anterior frontal cortex in facilitating phosphenes from preceding sTMS over calcarine cortex, which alone was rarely effective in eliciting phosphenes. The combined sTMS elicited complex phosphenes, which changed with the site of frontal sTMS and the interstimulus interval. Our results show that sTMS over anterior frontal cortex also improved reporting of weakly illuminated, flashed four-letter stimuli, which permitted its statistical validation. We propose that the present demonstration of frontal cortical facilitation of visual awareness, when combined with the previous finding of projected paresthesias and sense of movement (Amassian et al, 1991 Brain 114 2505-2520), provide evidence of a general frontal opening effect on a thalamic gate. Opening this gate facilitates entry of information from primary cortical receiving areas to thalamus. Thereby, the reciprocal thalamocortical interrelations that subserve conscious awareness of sensory stimuli could be fostered.     

Verbal and visual instruction with mental retardation: The role of subject characteristics and task factors

Past research and theory presents an inconsistent picture concerning the relative value of verbal versus visual instructional programs for individuals with mental retardation. From an empirical perspective, there is evidence that this inconsistency may be due to the differences in the type of tasks and the specific abilities of the subjects employed across studies. In this research, the effects of three instructional procedures (verbal, visual, and verbal plus visual) were evaluated with mentally retarded persons who varied in verbal and visual ability. Performance was examined on a visual task which incorporated stimuli of varying degrees of familiarity to the subjects. The results indicated that the use of the combined verbal-visual instruction procedure was more effective than the other two training programs when task stimuli were familiar to the subjects. When task stimuli were unfamiliar, instructional procedures which had a visual component were found to be superior to a procedure which employed only the use of verbal component. The subjects' visual ability was most strongly associated with performance outcome when visual instruction was employed and unfamiliar task stimuli were sorted. In contrast, subjects' verbal ability appeared to be equally important across instructional and task conditions. The implications of the results for the design of instructional programs and for future research are discussed.     

Blindsight: the role of feedforward and feedback corticocortical connections

When human subjects suffer from a lesion to the primary visual cortex, they lose all visual percepts in the region of space that corresponds to the site of the lesion. However, they are still capable of responding to stimuli in this region when asked to 'guess' or to execute forced-choice motor commands related to these stimuli. This phenomenon, termed blindsight, is still only partly understood. Here, the possible roles of feedforward and feedback corticocortical connections in the visual brain in the understanding of blindsight are reviewed. What emerges is substantial evidence in favor of the theory that unconscious visuo-motor transformations, as in blindsight, may be executed in an entirely feedforward processing cycle, while visual awareness is critically dependent on feedback connections to the primary visual cortex.     

Perception without awareness: perspectives from cognitive psychology

Four basic approaches that have been used to demonstrate perception without awareness are described. Each approach reflects one of two types of experimental logic and one of two possible methods for controlling awareness. The experimental logic has been either to demonstrate a dissociation between a measure of perception with awareness and a measure that is sensitive to perception without awareness or to demonstrate a qualitative difference between the consequences of perception with and without awareness. Awareness has been controlled either by manipulating the stimulus conditions or by instructing observers on how to distribute their attention. The experimental findings based on all four approaches lead to the same conclusion; namely, stimuli are perceived even when observers are unaware of the stimuli. This conclusion is supported by results of studies in which awareness has been assessed with either objective measures of forced-choice discriminations or measures based on verbalizations of subjective conscious experiences. Given this solid empirical support for the concept of perception without awareness, a direction for future research studies is to assess the functions of information perceived without awareness in determining what is perceived with awareness. The available evidence suggests that information perceived without awareness both biases what stimuli are perceived with awareness and influences how stimuli perceived with awareness are consciously experienced.     

Effects of phonological length on the attentional blink for words

The authors tested whether the attentional blink (AB), a deficit in the ability to report a second target appearing within half a second of a first target, may reflect limitations for consolidating visual stimuli into working memory and awareness. Previous research has shown that people are severely limited in the rate that they can identify and report visual events presented in rapid succession. Word length was examined, a variable known to affect verbal working memory. Experiment 1 showed that the AB was modulated by the phonological length of the first target. Phonologically longer pseudowords triggered larger blink deficits. Experiment 2 also demonstrated the word-length effect on the AB using real-world stimuli, anagrams, that controlled for low-level visual differences between conditions. These data support proposals that the AB reflects a difficulty in consolidating information into working memory.     

没听到？“听”到！——来自听觉表象神经机制研究的证据

近年来听觉表象开始得到关注,相关研究包括言语声音、音乐声音、环境声音的听觉表象三类。本文梳理了认知神经科学领域对上述三种听觉表象所激活的脑区研究,比较了听觉表象和听觉对应脑区的异同,并展望了听觉表象未来的研究方向。     

言语记忆对视觉选择的影响:基于维度的自动注意引导

两个实验分别考察外显和内隐言语记忆中的特征维度信息对基于维度的视觉选择性注意的自动引导作用。实验一要求被试在言语工作记忆(外显言语记忆)保持阶段完成一个视觉注意任务,结果发现了显著的一致性效应,即记忆任务相关维度和注意任务相关维度不一致条件下的注意任务反应时要显著慢于两者一致条件下的反应时;实验二采用go/no-go任务以考察内隐言语记忆对视觉选择的影响,结果也发现了类似的一致性效应。这些结果表明外显和内隐言语记忆中的抽象维度信息自动引导注意选择视场中与之匹配的视觉维度,而不管该维度是否为当前注意任务的相关维度。     

Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement

The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling skills. In the visual modality, an analogous problem might interfere with literacy development by affecting orthographic skills. In this prospective longitudinal study, we tested dynamic auditory and visual processing, speech-in-noise perception, phonological ability and orthographic ability in 62 five-year-old preschool children. Predictive relations towards first grade reading and spelling measures were explored and the validity of the global magnocellular model was evaluated using causal path analysis. In particular, we demonstrated that dynamic auditory processing was related to speech perception, which itself was related to phonological awareness. Similarly, dynamic visual processing was related to orthographic ability. Subsequently, phonological awareness, orthographic ability and verbal short-term memory were unique predictors of reading and spelling development.     

Enduring visual memory despite forced verbal rehearsal.

The ability to decide rapidly that two visual stimuli are nominally the same when they are also visually the same (the Posner effect) was examined for stimuli of increasing visual complexity (Experiment 1) and when a greater variety of visual differences between the two stimuli was employed (Experiment 2). When the two stimuli each consisted of a pair of letters or when to single-letter stimuli sometimes differed in both case and style, the Posner effect occurred even though subjects made overt verbal rehearsals of the first stimulus. The results suggest that losses of the Posner effect found under simpler circumstances are not attributable to a switch from visual to exclusively verbal coding.     

Enhancing implicit change detection through action

Implicit change detection demonstrates how the visual system can benefit from stored information that is not immediately available to conscious awareness. We investigated the role of motor action in this context. In the first two experiments, using a one-shot implicit change-detection paradigm, participants responded to unperceived changes either with an action (jabbing the screen at the guessed location of a change) or with words (verbal report), and sat either 60 cm or 300 cm (with a laser pointer) away from the display. Our observers guessed the locations of changes at a reachable distance better with an action than with a verbal judgment. At 300 cm, beyond reach, the motor advantage disappeared. In experiment 3, this advantage was also unavailable when participants sat at a reachable distance but responded with hand-held laser pointers near their bodies. We conclude that a motor system specialized for real-time visually guided behavior has access to additional visual information. Importantly, this system is not activated by merely executing an action (experiment 2) or presenting stimuli in one's near space (experiment 3). It is activated only when both conditions are fulfilled, which implies that it is the actual contact that matters to the visual system.     

Pupillary responses to pictures and descriptions of sex-stereotyped stimuli

An attempt was made to replicate Hess and Polt's (1960) report of sex differences in pupillary responses to sex-stereotyped pictures. Some methodological refinements were used that seem desirable for future studies. College men and women were either shown or told they would be shown pictures of a semi-nude man, a semi-nude woman, a baby, and a landscape. With resting pupil size as covariate, a three-factor analysis of covariance did not show sex differences in response to visually presented stimuli. Men responded more to verbal than visual mode of presentation and more than women to verbal stimuli. Contrary to previous results, men responded as much or more than women to verbal or visual presentation of baby stimuli. The verbal or anticipatory mode seems to be at least as sensitive as the visual and eliminates problems of control of visual materials.     

Effect of Modality in Earwitness Identification: Memory for Verbal and Nonverbal Auditory Stimuli Presented in Two Contexts

Psycholegal researchers have largely ignored the relevance of nonverbal auditory information in earwitness memory, nor have they compared its retention with visual or verbal information. Memory of nonverbal auditory stimuli was investigated in two different contexts. In Experiment 1, participants recalled more sounds (i.e., nonverbal auditory stimuli) than the sounds' verbal labels. However, with a more ecologically valid method in Experiment 2, participants recalled more verbal stimuli in conjunction with visual information than they did nonverbal stimuli. Even after a 1-week delay, participants' retention of the verbal-visual combination was highest.     

视觉意识及其神经机制

视觉意识的神经机制是当前认知神经科学研究的热点问题之一。过去普遍认为视觉信息加工主要有两条通路:腹侧通路和背侧通路;而新近的研究表明还存在不经过初级视觉皮层(V1区)的第三条通路。高级视觉皮层、V1区和皮层下结构都对意识觉知的产生起到了相应的作用。已有的实验证据表明,意识的产生过程异常复杂,仍有很多问题值得继续深入讨论和研究。     

Laterality effects, levels of processing, and stimulus properties

Two hypotheses of hemispheric specialization are discussed. The first stresses the importance of the kind of processing to which the stimulus is subjected, and the second stresses the importance of the nature of the stimulus. To test these hypotheses, four experiments were carried out. In Experiment 1 verbal material was employed in a same-different classification task, and an overall right visual field superiority was found. Experiment 2, in which verbal stimuli were subjected to visuospatial transformations (i.e. mental rotations), yielded no laterality effect. In Experiment 3 geometrical figures were employed in a classification task similar to that of Experiment 1, and an overall left visual field superiority was found. In Experiment 4 both verbal and geometric stimuli were employed. The results showed a significant interaction between field of presentation and nature of the stimulus and no interaction between field of presentation and level of processing.     

Implicit learning of new verbal associations

Implicit learning of a series of new verbal associations was studied in four experiments. The first two experiments demonstrated that learning of a repeating sequence of verbal stimuli may occur without awareness, but only when the stimulus-response mapping requires an attention-demanding activity: Subjects who were unaware of the sequence learned when instructed to categorize the stimuli, but not when instructed simply to read them. However, in both situations, unaware subjects performed no better than untrained control subjects in expressing their knowledge of the sequence explicitly. In Experiments 3 and 4, subjects showed implicit learning when the task involved either motor responses to verbal stimuli or verbal responses to spatially arranged stimuli. These findings are discussed in terms of the conditions under which implicit learning can be obtained. First, they demonstrate implicit learning of a set of new associations in the verbal domain. Second, the data suggest that attention is important in implicit learning. Finally, the degree of interitem organization that is familiar preexperimentally seems to partially determine the amount of implicit learning.     

A threshold theory of the humor response

The humor response has long been considered mysterious, and it is given relatively little attention in modern experimental psychology, in spite of the fact that numerous studies suggest that it has substantial benefits for mood and health. Existing theories of humor fail to account for some of the most basic humor phenomena. On most occasions when a humor response occurs, certain verbal or visual stimuli (the "setup" stimuli, which function as an establishing operation) must precede a critical stimulus (such as a "punch line" or the final panel or critical feature of a cartoon), which then occasions a sudden "revelation" or "understanding"; this revelation is often accompanied by the humor response. We suggest that the setup stimuli increase the strength of the revelatory response to a point just below the threshold of awareness and that the critical stimulus, properly designed and timed, edges the revelatory response to a point just above threshold. We also suggest that it is this threshold phenomenon that produces most instances of the humor response. We discuss these issues in the context of some notable humor of Carl Rogers and B. F. Skinner.     

Memory awareness disruptions in amnestic mild cognitive impairment: comparison of multiple awareness types for verbal and visuospatial material

Successful memory is normally accompanied by explicit awareness of retrieval and confidence in the accuracy of the retrieval product. Prior findings suggest that these features of metamemory can be dissociated from retrieval accuracy in Amnestic Mild Cognitive Impairment (aMCI). However, the literature on this question contains variable and conflicting results, likely because of differences in experimental conditions. We sought to systematically evaluate memory awareness disruptions in aMCI using multiple measures and stimulus formats within the same individuals. Memory awareness was tested with global predictions and postdictions, judgments of learning, confidence level ratings, and modified feeling-of-knowing ratings in tasks of visuospatial and verbal memory. These tests were administered to 14 individuals with aMCI and 15 healthy, age-matched controls. Memory awareness accuracy was calculated as the correspondence between subjective judgments and memory performance.Individuals with aMCI demonstrated impaired global and trial-level retrospective task awareness for visuospatial and verbal stimuli. Additionally, modified feeling-of-knowing awareness was impaired selectively for verbal stimuli. Statistical effect sizes for global awareness impairments were comparable to impairments in several objective neuropsychological memory assessments.Memory awareness (metamemory) disruptions in aMCI were most evident for a subset of subjective judgment types and task input modalities. These findings advance understanding of the nature of memory impairments in aMCI and support the utility of incorporating memory awareness testing to better characterize memory integrity in older adults.     

An analysis of the visual component in recognition memory for verbal stimuli

Forty Ss were given a continuous recognition memory test in which each word was presented twice, either in the same print or in different print on the two occasions. The results showed that (a) recognition performance was facilitated to a small but statistically significant extent in the same-print condition and that (b) Ss could reliably report first presentation print for recognized items for at least 1^1/2 rain. In a second experiment, the stimuli used were nonsense strings of. from five to seven letters instead of words. This manipulation increased the same-print advantage in recognition but reduced Ss’ ability to report first print form. The results indicate that information about the physical features of verbal stimuli is retained in a visual code that is partially’ or wholly independent of the verbal code for the same stimuli. The results are inconsistent with the conclusion that the visual code is stored only as a dependent attribute of the verbal code in memory.