Why Does Language Interfere with Vision-Based Tasks?

2008 ◽  
Vol 55 (4) ◽  
pp. 260-268 ◽  
Author(s):  
Amit Almor
Keyword(s):  
Spatial Attention ◽  
Attentional Resources ◽  
Visual Distractor ◽  
The Voice

Conversation with a remote person can interfere with performing vision-based tasks. Two experiments tested the role of general executive resources and spatial attentional resources in this interference. Both experiments assessed performance in vision-based tasks as participants engaged in a language task involving a virtual remote speaker. In both experiments, the language task interfered with the vision task more when participants were speaking or planning what to say next than when they were listening. In Experiment 1, speaking or planning what to say next were also associated with higher interference from a visual distractor than listening, indicating that preparing to speak and speaking pose higher executive requirements than listening. In both experiments, localizing the voice of the remote speaker to the front of participants slightly reduced interference in comparison to other directions. This suggests that remote conversation requires spatial attention resources for representing the position of the remote person.

The Intricate Interplay of Spatial Attention and Expectation: a Multisensory Perspective

2020 ◽  
Vol 33 (4-5) ◽  
pp. 383-416 ◽  
Author(s):  
Arianna Zuanazzi ◽  
Uta Noppeney
Keyword(s):  
Spatial Attention ◽  
Multisensory Perception ◽  
Critical Question ◽  
Perceptual Inference ◽  
Attentional Resources ◽  
The Senses ◽  
Almost All ◽  
The Impact ◽  
The Brain

Abstract Attention (i.e., task relevance) and expectation (i.e., signal probability) are two critical top-down mechanisms guiding perceptual inference. Attention prioritizes processing of information that is relevant for observers’ current goals. Prior expectations encode the statistical structure of the environment. Research to date has mostly conflated spatial attention and expectation. Most notably, the Posner cueing paradigm manipulates spatial attention using probabilistic cues that indicate where the subsequent stimulus is likely to be presented. Only recently have studies attempted to dissociate the mechanisms of attention and expectation and characterized their interactive (i.e., synergistic) or additive influences on perception. In this review, we will first discuss methodological challenges that are involved in dissociating the mechanisms of attention and expectation. Second, we will review research that was designed to dissociate attention and expectation in the unisensory domain. Third, we will review the broad field of crossmodal endogenous and exogenous spatial attention that investigates the impact of attention across the senses. This raises the critical question of whether attention relies on amodal or modality-specific mechanisms. Fourth, we will discuss recent studies investigating the role of both spatial attention and expectation in multisensory perception, where the brain constructs a representation of the environment based on multiple sensory inputs. We conclude that spatial attention and expectation are closely intertwined in almost all circumstances of everyday life. Yet, despite their intimate relationship, attention and expectation rely on partly distinct neural mechanisms: while attentional resources are mainly shared across the senses, expectations can be formed in a modality-specific fashion.

The Role of Visual Distractors in the Simon Effect

2017 ◽  
Vol 64 (6) ◽  
pp. 387-397 ◽  
Author(s):  
Luisa Lugli ◽  
Stefania D’Ascenzo ◽  
Roberto Nicoletti ◽  
Carlo Umiltà
Keyword(s):  
Simon Effect ◽  
Simon Task ◽  
Automatic Generation ◽  
Spatial Code ◽  
Attentional Model ◽  
Previous Evidence ◽  
Spatial Stimulus ◽  
Attentional Resources ◽  
Code Changes

Abstract. The Simon effect lies on the automatic generation of a stimulus spatial code, which, however, is not relevant for performing the task. Results typically show faster performance when stimulus and response locations correspond, rather than when they do not. Considering reaction time distributions, two types of Simon effect have been individuated, which are thought to depend on different mechanisms: visuomotor activation versus cognitive translation of spatial codes. The present study aimed to investigate whether the presence of a distractor, which affects the allocation of attentional resources and, thus, the time needed to generate the spatial code, changes the nature of the Simon effect. In four experiments, we manipulated the presence and the characteristics of the distractor. Findings extend previous evidence regarding the distinction between visuomotor activation and cognitive translation of spatial stimulus codes in a Simon task. They are discussed with reference to the attentional model of the Simon effect.

Controlling spatial attention without central attentional resources: Evidence from electrophysiology

2009 ◽  
Author(s):  
Khara Croswaite ◽  
Mei-Ching Lien ◽  
Eric Ruthruff ◽  
Min-Ju Liao
Keyword(s):  
Spatial Attention ◽  
Attentional Resources

scholarly journals The role of cognitive load in modulating social looking: a mobile eye tracking study

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Laura J. Bianchi ◽  
Alan Kingstone ◽  
Evan F. Risko
Keyword(s):  
Cognitive Load ◽  
Load Condition ◽  
Social Situation ◽  
Lower Proportion ◽  
Eye Tracker ◽  
Attentional Resources ◽  
Subject Design ◽  
Video Experiment ◽  
Back Task

Abstract The effect of cognitive load on social attention was examined across three experiments in a live pedestrian passing scenario (Experiments 1 and 2) and with the same scenario presented as a video (Experiment 3). In all three experiments, the load was manipulated using an auditory 2-back task. While the participant was wearing a mobile eye-tracker, the participant’s fixation behavior toward a confederate was recorded and analyzed based on temporal proximity from the confederate (near or far) and the specific regions of the confederate being observed (i.e., head or body). In Experiment 1 we demonstrated an effect of cognitive load such that there was a lower proportion of fixations and time spent fixating toward the confederate in the load condition. A similar pattern of results was found in Experiment 2 when a within-subject design was used. In Experiment 3, which employed a less authentic social situation (i.e., video), a similar effect of cognitive load was observed. Collectively, these results suggest attentional resources play a central role in social attentional behaviors in both authentic (real-world) and less authentic (video recorded) situations.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

The dangers of libraries and archives for Indigenous Australian workers: Investigating the question of Indigenous cultural safety

IFLA Journal ◽  
2021 ◽  
pp. 034003522098757
Author(s):  
Kirsten Thorpe
Keyword(s):  
Cultural Safety ◽  
Self Determination ◽  
Front Line ◽  
Truth Telling ◽  
Indigenous Australian ◽  
Doctoral Research ◽  
The Voice

Libraries and archives are troubling spaces for Indigenous Australian people as they are sites of renewal and truth-telling as well as sites of deep tension. The topic of people’s cultural safety in libraries and archives is one that is being commonly discussed. However, limited research has been undertaken on the topic to reveal the issues and concerns of people who work on the front line in these institutions. This article discusses the dangers of libraries and archives for Indigenous Australian workers by introducing doctoral research on the topic of Indigenous archiving and cultural safety: Examining the role of decolonisation and self-determination in libraries and archives. The aim of the article is to bring greater visibility to the voice and experiences of Indigenous Australian people who are working to facilitate access to collections in libraries and archives.

Heeding the voice of experience: The role of talker variation in lexical access

Cognition ◽  
2008 ◽  
Vol 106 (2) ◽  
pp. 633-664 ◽  
Author(s):  
Sarah C. Creel ◽  
Richard N. Aslin ◽  
Michael K. Tanenhaus
Keyword(s):  
Lexical Access ◽  
The Voice ◽  
Talker Variation
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