Attentional cueing induces false memory

The fluency of stimulus processing significantly contributes to recognition memory judgments. We investigated the effect of processing fluency induced by attentional cueing on recognition judgments. Participants performed a Remember/Know recognition test, while their spatial attention was manipulated in the test session. Stimulus location was either predicted (congruent condition) or unpredicted (incongruent condition) using an arrow cue. The results revealed that familiarity-based false recognition increased in the incongruent condition wherein the participants may have attributed part of the perceived disfluency to the attentional cue, and they may have overestimated the fluency for the stimulus, leading to increased false recognition. However, in the congruent condition, the participants may have attributed some parts of the perceived fluency to the attentional cue and underestimated the fluency for the stimulus, leading to decreased false recognition. In sum, stimulus-irrelevant attentional cueing induces unintentional processing about the source of fluency and biases recognition memory.     

Your divided attention, please! The maintenance of multiple attentional control sets over distinct regions in space

When non-informative peripheral cues precede a target defined by a specific feature, cues that share the critical feature will capture attention while cues that do not will be effectively ignored. We tested whether different attentional control sets can be simultaneously maintained over distinct regions of space. Participants were instructed to respond only to specific colored targets at specific locations. Most trials included non-predictive cues whose location and/or color were either congruent or incongruent with the spatial and/or color properties of the impending target. We observed contingent capture only for cues that were consistent with the attentional control set applied to that region of space. This is the first demonstration that separate attentional control sets can be simultaneously maintained at distinct spatial locations, with implications for the flexibility of endogenous control over automatic attentional orienting.     

Temporal dynamics of anxiety-related attentional bias: is affective context a missing piece of the puzzle?

Previous research has demonstrated that anxious individuals attend to negative emotional information at the expense of other information. This is commonly referred to as attentional bias. The field has historically conceived of this process as relatively static; however, research by [Zvielli, A., Bernstein, A., &; Koster, E. H. W. (2014). Dynamics of attentional bias to threat in anxious adults: Bias towards and/or away? PLoS ONE, 9(8), e104025; Zvielli, A., Bernstein, A., &; Koster, E. H. W. (2015). Temporal dynamics of attentional bias. Clinical Psychological Science, 3(5), 772–788.], and others, challenges this assumption by demonstrating considerable temporal variability in attentional bias amongst anxious individuals. Still, the mechanisms driving these temporal dynamics are less well known. Using a modified dot-probe task, the present study examined the impact of two relevant contextual variables- affective valence and trial repetition. Affective context was instantiated by the presentation of negative versus neutral pictures before each trial, while repetition context was achieved via the presentation of the valenced pictures in either a blocked- or mixed-trial design. Results indicate that individuals with higher trait-anxiety levels were significantly more influenced by blocked presentations of negative affective information, leading to greater temporal fluctuations in attentional bias. Furthermore, our findings provide additional evidence that attentional bias is best conceptualised as dynamic and variable, and that an individual’s affective experience is one factor that regulates attentional bias dynamics. Implications relating to theoretical and methodological factors are discussed.     

高校多媒体教学环境下的教-学-学习绩效关系的建模与分析

本文是在先前建立的多媒体教学环境下教师授课、学生学习和学习绩效的3个因素结构模型基础上,采用路径建模技术,建立了多媒体教学环境下教一学一学习绩效关系模型。基于对该路径模型的分析,获得如下结论：（1）多媒体教学中影响因素的主导作用是沿着学习者认知加工过程中的信息流而展开的;（2）对于学生在课堂中的信息加工,影响最大的因素是教师授课时对学生的能力培养,影响为其次的因素是教师的授课技术;（3）课件的良好界面信息设计对学生的知识掌握起重要作用;（4）诸如授课速度过快、信息量过大等多媒体教学中的易现问题会增加学生的外在认知负荷而降低学习效果;（5）在多媒体教学中,教师与学生都要注意学生学习风格来更好地进行教学或学习。     

Evidence for mental ability related individual differences in the attentional blink obtained by an analysis of the P300 component

Attentional blink (AB) refers to impaired identification of a target (T2) when this target follows a preceding target (T1) after about 150-450 ms within a stream of rapidly presented stimuli. Previous research on a possible relation between AB and mental ability (MA) turned out to be highly ambiguous. The present study investigated MA-related individual differences in consolidation of T2 in working memory during the AB as indicated by the P300 component of the event-related potential. Thirty high (HA) and 30 low MA (LA) female participants performed an AB task while their brain activity was recorded. The AB did not differ between the two groups. HA individuals exhibited a larger P300 amplitude and longer P300 latencies during the AB suggesting higher mental effort. This higher mental effort, however, did not result in better performance presumably because of more competition between target and distractor stimuli in HA than LA individuals.     

LIFG-based attentional control and the resolution of lexical ambiguities in sentence context

The role of attentional control in lexical ambiguity resolution was examined in two patients with damage to the left inferior frontal gyrus (LIFG) and one control patient with non-LIFG damage. Experiment 1 confirmed that the LIFG patients had attentional control deficits compared to normal controls while the non-LIFG patient was relatively unimpaired. Experiment 2 showed that all three patients did as well as normal controls in using biasing sentence context to resolve lexical ambiguities involving balanced ambiguous words, but only the LIFG patients took an abnormally long time on lexical ambiguities that resolved toward a subordinate meaning of biased ambiguous words. Taken together, the results suggest that attentional control plays an important role in the resolution of certain lexical ambiguities - those that induce strong interference from context-inappropriate meanings (i.e., dominant meanings of biased ambiguous words).     

Center-of-pressure regularity as a marker for attentional investment in postural control: A comparison between sitting and standing postures

Postural control is a highly automatized basic activity that requires limited attentional investments. These investments have been shown to increase from balancing experts to controls, and from controls to persons with impaired postural control. Such between-subject comparisons led to a proposed direct relation between the regularity of center-of-pressure (COP) fluctuations and the amount of attention invested in posture. This study aims to expand this relation to a within-subject comparison of conditions that differ in balance demands. Specifically, more regular COP fluctuations were expected for standing than sitting, as stimulus-response reaction-time studies showed that the required attentional demands are lower for sitting than standing. COP registrations were made for fifteen healthy young adults in seated and standing postures. COP regularity was quantified with sample entropy. As expected, COP fluctuations were found to be more regular for standing than sitting, as evidenced by significantly lower sample entropy values. These findings expand the relation between COP regularity and the amount of attention invested in posture to postural tasks that vary in balance demands. An assessment of COP regularity may thus not only be instrumental in the examination of attentional investment in posture in between-subject designs, but also for different postures in within-subjects designs.     

Distributed attentional deficits in chronic methamphetamine abusers: evidence from the Attentional Network Task (ANT)

Objective

The goal of the present study was to examine distributed attentional functions in long-term but currently abstinent methamphetamine (MA) abusers using a task that measures attentional alertness, orienting, and conflict resolution.

Methods

Thirty currently abstinent MA abusers (1 month-5 years) and 22 healthy non-substance using adults were administered a multimodal version of the Attentional Network Task (ANT-I). In this task subjects identified the direction of a centrally presented arrow using a key press. Analyses examined the interaction between alerting tones, location cueing and congruency between the target arrows and flanking distractor stimuli.

Results

All participants were faster when an auditory tone preceded the trial onset (p < 0.001), on trials in which a valid cue preceded the location of the target arrow (p < 0.001), and on congruent trials (i.e., when all display arrows faced in the same direction) (p < 0.001). Of primary interest was the finding that MA abusers were more influenced by the conflict between the peripheral arrows and the central target arrow (p = 0.009). There were also correlations between length of drug sobriety and executive function as well as between drug-induced psychiatric symptoms and alertness.

Conclusions

These results suggest that chronic MA abusers display cognitive deficits that may reflect a specific vulnerability to distraction on a task of executive function. These findings are consistent with other studies that have reported deficits in anterior attentional systems and top-down cognitive control.     

Behavioural adaptation and effectiveness of a Forward Collision Warning System depending on a secondary cognitive task

Forward Collision Warning Systems (FCWS) have been designed to enhance road safety by reducing the number of rear-end collisions. Nevertheless, little is known about how drivers adapt their behaviour over time when using this kind of system. In addition, these systems are expected to aid particularly distracted drivers. However, previous research has suggested that the effectiveness of the system could depend on the difficulty level of the secondary task. The objective of this study on driving simulator was twofold. Firstly, it consisted in evaluating the behavioural adaptation to an FCWS as well as analysing the possible consequences of driving without the system after a short period of adaptation. Secondly, it was to evaluate the effectiveness of the system according to two different difficulty levels of a cognitive secondary task. The results showed that drivers adapted their behaviour positively when the system was introduced. Nevertheless, both the effectiveness and the behavioural adaptation in the short term were dependent on the cognitive load induced by the secondary task. These findings suggest that the warning needs some attentional resources to be processed. Finally, no negative or transfer effect was observed following the removal of the system after a short period of adaptation.