Musical expertise has minimal impact on dual task performance

Studies investigating effect of practice on dual task performance have yielded conflicting findings, thus supporting different theoretical accounts about the organisation of attentional resources when tasks are performed simultaneously. Because practice has been proven to reduce the demand of attention for the trained task, the impact of long-lasting training on one task is an ideal way to better understand the mechanisms underlying dual task decline in performance. Our study compared performance during dual task execution in expert musicians compared to controls with little if any musical experience. Participants performed a music recognition task and a visuo-spatial task separately (single task) or simultaneously (dual task). Both groups showed a significant but similar performance decline during dual tasks. In addition, the two groups showed a similar decline of dual task performance during encoding and retrieval of the musical information, mainly attributed to a decline in sensitivity. Our results suggest that attention during dual tasks is similarly distributed by expert and non-experts. These findings are in line with previous studies showing a lack of sensitivity to difficulty and lack of practice effect during dual tasks, supporting the idea that different tasks may rely on different and not-sharable attentional resources.     

Face proprioception does not modulate access to visual awareness of emotional faces in a continuous flash suppression paradigm

An important question in neuroscience is which multisensory information, presented outside of awareness, can influence the nature and speed of conscious access to our percepts. Recently, proprioceptive feedback of the hand was reported to lead to faster awareness of congruent hand images in a breaking continuous flash suppression (b-CFS) paradigm. Moreover, a vast literature suggests that spontaneous facial mimicry can improve emotion recognition, even without awareness of the stimulus face. However, integration of visual and proprioceptive information about the face to date has not been tested with CFS. The modulation of visual awareness of emotional faces by facial proprioception was investigated across three separate experiments. Face proprioception was induced with voluntary facial expressions or with spontaneous facial mimicry. Frequentist statistical analyses were complemented with Bayesian statistics. No evidence of multisensory integration was found, suggesting that proprioception does not modulate access to visual awareness of emotional faces in a CFS paradigm.     

Flanders and Helmand: chaplaincy,faith and religious change in the British Army, 1914–2014

Abstract

The year 2014 marked the centenary of the outbreak of the First World War and the end of eight years of major British combat operations in Afghanistan. Against the background of profound religious changes in British society over the course of the intervening century, this article examines the continuities and discontinuities between British army chaplaincy on the Western Front from 1914 to 1918 and in southern Afghanistan from 2006 to 2014, and explores the religious beliefs and practices of British soldiers caught up in the deadly and protracted struggles on the Western Front and in Helmand Province. While acknowledging major differences in the operational contexts involved and seismic shifts in British religious life over the course of the twentieth century, besides important divergences this article identifies striking degrees of continuity between the ministry of army chaplains and the religious attitude and behaviour of soldiers themselves.     

Performance of a visuomotor walking task in an augmented reality training setting

Visual cues can be used to train walking patterns. Here, we studied the performance and learning capacities of healthy subjects executing a high-precision visuomotor walking task, in an augmented reality training set-up. A beamer was used to project visual stepping targets on the walking surface of an instrumented treadmill. Two speeds were used to manipulate task difficulty. All participants (n = 20) had to change their step length to hit visual stepping targets with a specific part of their foot, while walking on a treadmill over seven consecutive training blocks, each block composed of 100 stepping targets. Distance between stepping targets was varied between short, medium and long steps. Training blocks could either be composed of random stepping targets (no fixed sequence was present in the distance between the stepping targets) or sequenced stepping targets (repeating fixed sequence was present). Random training blocks were used to measure non-specific learning and sequenced training blocks were used to measure sequence-specific learning. Primary outcome measures were performance (% of correct hits), and learning effects (increase in performance over the training blocks: both sequence-specific and non-specific). Secondary outcome measures were the performance and stepping-error in relation to the step length (distance between stepping target). Subjects were able to score 76% and 54% at first try for lower speed (2.3 km/h) and higher speed (3.3 km/h) trials, respectively. Performance scores did not increase over the course of the trials, nor did the subjects show the ability to learn a sequenced walking task. Subjects were better able to hit targets while increasing their step length, compared to shortening it. In conclusion, augmented reality training by use of the current set-up was intuitive for the user. Suboptimal feedback presentation might have limited the learning effects of the subjects.     

Enhancing performance expectancies through visual illusions facilitates motor learning in children

In a recent study by Chauvel, Wulf, and Maquestiaux (2015), golf putting performance was found to be affected by the Ebbinghaus illusion. Specifically, adult participants demonstrated more effective learning when they practiced with a hole that was surrounded by small circles, making it look larger, than when the hole was surrounded by large circles, making it look smaller. The present study examined whether this learning advantage would generalize to children who are assumed to be less sensitive to the visual illusion. Two groups of 10-year olds practiced putting golf balls from a distance of 2 m, with perceived larger or smaller holes resulting from the visual illusion. Self-efficacy was increased in the group with the perceived larger hole. The latter group also demonstrated more accurate putting performance during practice. Importantly, learning (i.e., delayed retention performance without the illusion) was enhanced in the group that practiced with the perceived larger hole. The findings replicate previous results with adult learners and are in line with the notion that enhanced performance expectancies are key to optimal motor learning (Wulf & Lewthwaite, 2016).     

Can emotional content reduce the age gap in visual working memory? Evidence from two tasks

Ageing is associated with declines in several cognitive abilities including working memory (WM). The goal of the present study was to assess whether emotional information could reduce the age gap in the quantity and quality (precision) of representations in visual WM. Young and older adults completed a serial image recognition (SIR) task and a colour-image binding (CIB) task. Results of the SIR task showed worse performance for negative than neutral and positive images within the older group, hence enlarging the age gap in WM. In the CIB task, recall precision was lower in the old than young adults, showing an ageing decline in the quality of WM representations. Positive images tended to improve precision, but this boost was similar for both age groups. In sum, emotional content did not reduce the age gap in visual WM.     

Measuring perceived ceiling height in a visual comparison task

When judging interior space, a dark ceiling is judged to be lower than a light ceiling. The method of metric judgments (e.g., on a centimetre scale) that has typically been used in such tasks may reflect a genuine perceptual effect or it may reflect a cognitively mediated impression. We employed a height-matching method in which perceived ceiling height had to be matched with an adjustable pillar, thus obtaining psychometric functions that allowed for an estimation of the point of subjective equality (PSE) and the difference limen (DL). The height-matching method developed in this paper allows for a direct visual match and does not require metric judgment. It has the added advantage of providing superior precision. Experiment 1 used ceiling heights between 2.90?m and 3.00?m. The PSE proved sensitive to slight changes in perceived ceiling height. The DL was about 3% of the physical ceiling height. Experiment 2 found similar results for lower (2.30?m to 2.50?m) and higher (3.30?m to 3.50?m) ceilings. In Experiment 3, we additionally varied ceiling lightness (light grey vs. dark grey). The height matches showed that the light ceiling appeared significantly higher than the darker ceiling. We therefore attribute the influence of ceiling lightness on perceived ceiling height to a direct perceptual rather than a cognitive effect.     

Experience and information loss in auditory and visual memory

Recent studies show that recognition memory for sounds is inferior to memory for pictures. Four experiments were conducted to examine the nature of auditory and visual memory. Experiments 1–3 were conducted to evaluate the role of experience in auditory and visual memory. Participants received a study phase with pictures/sounds, followed by a recognition memory test. Participants then completed auditory training with each of the sounds, followed by a second memory test. Despite auditory training in Experiments 1 and 2, visual memory was superior to auditory memory. In Experiment 3, we found that it is possible to improve auditory memory, but only after 3 days of specific auditory training and 3 days of visual memory decay. We examined the time course of information loss in auditory and visual memory in Experiment 4 and found a trade-off between visual and auditory recognition memory: Visual memory appears to have a larger capacity, while auditory memory is more enduring. Our results indicate that visual and auditory memory are inherently different memory systems and that differences in visual and auditory recognition memory performance may be due to the different amounts of experience with visual and auditory information, as well as structurally different neural circuitry specialized for information retention.     

Investigation of the indulgence cycles hypothesis of suppression on experimentally induced visual intrusions in dysphoria

Within the thought control literature, Wegner [(1989). White bears and other unwanted thoughts: Suppression, obsession, and the psychology of mental control. New York, NY, USA: Penguin Press.] referred to the combined initial suppression and expression phases of thought control as an indulgence cycle which results in the rebound effect typically observed in suppression studies. According to Ironic Process Theory [Wegner, (1994). Ironic processes of mental control. Psychological Review, 101, 34-52.], this rebound leads to further attempts to suppress that are difficult due to the target thought's hyperaccessibility, resulting in a secondary rebound effect owing to a positive feedback system of indulgence cycles. The current study investigated (i) the effects of repeated suppression and opportunities for expression by using a method to index the frequency, duration, and associated levels of distress of an experimentally induced visual intrusion, and (ii) whether any observed effects were differentially linked to depressive symptomatology in an analogue sample of low and high dysphoric participants. Results supported a secondary rebound effect in those participants most successful at suppressing target intrusions. The findings offer an important extension to the emerging literature on the management of intrusive memories in depression.