‘Automatic’ evaluation? Strategic effects on affective priming

Two studies examined strategic effects on affective priming. Extending prior research by Klauer and Teige-Mocigemba [Klauer, K. C., & Teige-Mocigemba, S. (2007). Controllability and resource dependence in automatic evaluations. Journal of Experimental Social Psychology, 43, 648-655], the influence of different control strategies on a priming measure of prejudice was assessed. In both studies, a short stimulus onset asynchrony between prime and target (275 ms) was implemented along with considerable time pressure. In Study 1, participants could strategically eliminate priming effects with attitudinal prime categories (Arabs and liked celebrities) represented by several exemplars per category while priming effects for control categories remained intact. In Study 2, two strategies (payoff and faking) were induced to motivate participants to respond particularly fast and accurately to incongruent targets. Both strategies were successful in counteracting the usual priming effects, while leaving priming effects for non-targeted primes intact. We consider the role of so-called implementation intentions in accounting for the present findings.     

Habituation and migraine

The most reproducible and ubiquitous interictal abnormality of the migraineurs’ brain is lack of habituation in neuronal information processing. The underlying mechanisms are uncertain. Increased neuronal excitability, decreased inhibition or decreased pre-activation levels have all been proposed as possible culprits.The present review summarizes the available data on habituation in migraine patients obtained with different methodological approaches. We will discuss the change of habituation level over the migraine cycle and we will show that these data congruently indicate that the sensory cortices of migraineurs react excessively to repetitive, but not to a small series of stimuli.Although the precise cellular and molecular mechanisms of this hyper-responsivity must still be determined, we will describe experimental data suggesting that a dysrhythmic thalamo-cortical activity due to inadequate monoaminergic control might be a plausible explanation.     

The development of an attentional bias for angry faces following Pavlovian fear conditioning

Although it is well documented that fear responses develop following aversive Pavlovian conditioning, it is unclear whether fear learning also manifests in the form of attentional biases for fear-related stimuli. Boschen, Parker, and Neumann (Boschen, M. J., Parker, I., & Neumann, D. L. (2007). Changes in implicit associations do not occur simultaneously to Pavlovian conditioning of physiological anxiety responses. Journal of Anxiety Disorders, 21, 788-803.) showed that despite the acquisition of differential skin conductance conditioned responses to angry faces paired (CS+) and unpaired (CS−) with an aversive shock, development of implicit associations was not subsequently observed on the Implicit Association Test. In the present study, participants (N = 76) were assigned either to a Shock or NoShock group and completed a similar aversive Pavlovian conditioning procedure with angry face CS+ and CS− stimuli. Participants next completed a visual probe task in which the angry face CS+ and CS− stimuli were paired with angry face control stimuli and neutral faces. Results confirmed that differential fear conditioning was observed in the Shock group but not in the NoShock group, and that the Shock group subsequently showed a selective attentional bias for the angry face CS+ compared with the CS− and control stimuli during the visual probe task. The findings confirm the interplay between learning-based mechanisms and cognitive processes, such as attentional biases, in models of fear acquisition and have implications for treatment of the anxiety disorders.     

View-invariant object category learning, recognition, and search: how spatial and object attention are coordinated using surface-based attentional shrouds

How does the brain learn to recognize an object from multiple viewpoints while scanning a scene with eye movements? How does the brain avoid the problem of erroneously classifying parts of different objects together? How are attention and eye movements intelligently coordinated to facilitate object learning? A neural model provides a unified mechanistic explanation of how spatial and object attention work together to search a scene and learn what is in it. The ARTSCAN model predicts how an object's surface representation generates a form-fitting distribution of spatial attention, or "attentional shroud". All surface representations dynamically compete for spatial attention to form a shroud. The winning shroud persists during active scanning of the object. The shroud maintains sustained activity of an emerging view-invariant category representation while multiple view-specific category representations are learned and are linked through associative learning to the view-invariant object category. The shroud also helps to restrict scanning eye movements to salient features on the attended object. Object attention plays a role in controlling and stabilizing the learning of view-specific object categories. Spatial attention hereby coordinates the deployment of object attention during object category learning. Shroud collapse releases a reset signal that inhibits the active view-invariant category in the What cortical processing stream. Then a new shroud, corresponding to a different object, forms in the Where cortical processing stream, and search using attention shifts and eye movements continues to learn new objects throughout a scene. The model mechanistically clarifies basic properties of attention shifts (engage, move, disengage) and inhibition of return. It simulates human reaction time data about object-based spatial attention shifts, and learns with 98.1% accuracy and a compression of 430 on a letter database whose letters vary in size, position, and orientation. The model provides a powerful framework for unifying many data about spatial and object attention, and their interactions during perception, cognition, and action.     

Attentional bias to angry faces using the dot-probe task? It depends when you look for it

A number of studies using the dot-probe task now report the existence of an attentional bias to angry faces in participants who rate highly on scales of anxiety; however, no equivalent bias has been observed in non-anxious populations, despite evidence to the contrary from studies using other tasks. One reason for this discrepancy may be that researchers using the dot-probe task have rarely investigated any effects which might emerge earlier than 500 ms following presentation of the threat-related faces. Accordingly, in the current study we presented pairs of face stimuli with emotional and neutral expressions and probed the allocation of attention to these stimuli for presentation times of 100 and 500 ms. Results showed that at 100 ms there was an attentional bias towards the location of the relatively threatening stimulus (the angry face in angry/neutral pairs and the neutral face in neutral/happy pairs) and this pattern reversed by 500 ms. Comparisons of reaction time (RT) scores with an appropriate baseline suggested that the early bias toward threatening faces may actually arise through inhibition of the relatively least threatening member of a face pair rather than through facilitation of, or vigilance towards, the more threatening stimulus. However the mechanisms governing the observed biases are interpreted, these data provide evidence that probing for the location of spatial attention at 500 ms is not necessarily indicative of the initial allocation of attention between competing emotional facial stimuli.     

Psychopathy and looming cognitive style: Moderation by attentional control

Psychopathy has long been associated with lower anxiety. This study examined the relationship between self-reported psychopathy and one of the anxiety-related cognitions, looming cognitive style (LCS; Riskind, Williams, Gessner, Chrosniak, & Cortina, 2000), among students. LCS reflects the tendency to perceive danger as rapidly increasing, as opposed to making a static risk assessment. This study focused on LCS not only because it has a strong association with anxiety, but also because studies employing the Card Playing Task have shown that psychopathy predicts difficulty in detecting changing contingencies. Attentional control was included as a possible moderator of a psychopathy-LCS link. Two questionnaire studies (n = 157 and 312) revealed an inverse relation between psychopathy and LCS in low-attention participants. This suggests that reduced cognitive resources inhibited those with psychopathic tendencies from imagining rapidly developing threats. The results are discussed in terms of the resource requirements of risk cognitions, the multi-dimensional nature of attention, and a defective behavioral inhibition system in (secondary) psychopathy. This study suggests the importance of considering attention when analyzing the psychopathy-anxiety link. Future studies should use multi-dimensional analysis of attentional control and multiple measures of psychopathy.     

Project DyAdd: Visual attention in adult dyslexia and ADHD

In this study of the project DyAdd, three aspects of visual attention were investigated in adults (18–55 years) with dyslexia (n = 35) or attention deficit/hyperactivity disorder (ADHD, n = 22), and in healthy controls (n = 35). Temporal characteristics of visual attention were assessed with Attentional Blink (AB), capacity of visual attention with Multiple Object Tracking (MOT), and spatial aspects of visual attention with Useful Field of View (UFOV) task. Results showed that adults with dyslexia had difficulties performing the AB and UFOV tasks, which were explained by an impaired ability to process dual targets, longer AB recovery time, and deficits in processing rapidly changing visual displays. The ADHD group did not have difficulties in any of the tasks. Further, performance in the visual attention tasks predicted variation in measures of phonological processing and reading when all of the participants were considered together. Thus, difficulties in tasks of visual attention were related to dyslexia and variation of visual attention had a role in the reading ability of the general population.     

Training attentional control and working memory – Is younger,better?

Authors have argued that various forms of interventions may be more effective in younger children. Is cognitive training also more effective, the earlier the training is applied? We review evidence suggesting that functional neural networks, including those subserving attentional control, may be more unspecialised and undifferentiated earlier in development. We also discuss evidence suggesting that certain skills such as attentional control may be important as ‘hub’ cognitive domains, gating the subsequent acquisition of skills in other areas. Both of these factors suggest that attentional training administered to younger individuals ought to be relatively more effective in improving cognitive functioning across domains. We evaluate studies that have administered forms of cognitive training targeting various subcomponents of attention and the closely related domain of working memory, and we contrast their reported transfer to distal cognitive domains as a function of the age of the participants. Although negative findings continue to be common in this literature we find that cognitive training applied to younger individuals tends to lead to significantly more widespread transfer of training effects. We conclude that future work in this area should concentrate on understanding early intensive training, and discuss a number of practical steps that might help to achieve this aim.     

French adaptation of the Attentional Control Scale: Confirmatory factor analyses and relationship with trait anxiety and efficiency of orienting,alerting, and executive control attentional networks

BackgroundThe Attentional Control Scale (ACS) is a self-report questionnaire that measures individual differences in attentional control.ObjectiveThis study compared four models of the French version of the ACS and examined its links to trait anxiety and three attentional networks (orienting, alerting, and executive control) measured with the Attention Network Test (ANT).ResultsConfirmatory analyses conducted with a sample of 284 university students supported a two-factor (focusing and shifting) model. For 59 participants who completed the ANT, we found a positive correlation between focusing and the executive control network, while shifting was negatively correlated with alerting and orienting. Trait anxiety was negatively correlated with focusing and the alerting and executive control networks.ConclusionResults are discussed with a view to improving the assessment of attentional control, a key executive dimension for emotion regulation and attentional disengagement in anxiety.     

Risky driving and lapses on the road: An exploration on self-regulatory dysfunction in Australian drivers

Self-regulatory ability has been linked to a) the tendency to engage in risky behaviours, and b) the ability to focus attention. This study investigated the relationships between metacognitions, emotion regulation difficulties, risky driving behaviours, and attentional lapses on the road, among an online sample of Australian drivers (N = 255). Firstly, group comparisons showed that although females reported greater self-regulatory dysfunction, males reported a higher frequency of risky driving behaviours. Alternatively, older drivers reported being better self-regulators, and less-frequent risky driving behaviours and attentional lapses on the road. Secondly, correlations demonstrated that metacognitions were associated with difficulties in regulating emotions, the engagement of risky driving behaviours, and the quantity of attentional lapses experienced on the road. Emotion regulation difficulties and risky driving behaviours were also shown to be positively related to the frequency of attentional lapses. Structural equation modelling confirmed a hierarchical model in predicting attentional lapses, with self-regulatory components representing higher-order factors over risky behavioural components. Finally, metacognitions demonstrated mediative effects toward the relationship between prior speeding experiences and future intentions to speed. This study has provided preliminary evidence for the application of metacognitions in the engagement of risky driving behaviours, and therefore the potential for informing future interventions.