scholarly journals Erratum to: The impact of orienting attention in fast task-irrelevant perceptual learning

2012 ◽  
Vol 74 (5) ◽  
pp. 1076-1076
Author(s):  
Virginie Leclercq ◽  
Aaron R. Seitz
Keyword(s):  
Perceptual Learning ◽  
Task Irrelevant ◽  
The Impact

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

The Impact of Auditory White Noise on Cognitive Performance

2021 ◽  
pp. 1-15
Author(s):  
Nicole Baum ◽  
Jasleen Chaddha
Keyword(s):  
White Noise ◽  
Cognitive Performance ◽  
Temporal Order ◽  
Tuning Curve ◽  
Prior Exposure ◽  
Cognitive Improvement ◽  
Temporal Order Judgement ◽  
Task Irrelevant ◽  
The Impact ◽  
Amplitude Discrimination

Although noise has often been characterized as a distractor, contemporary studies have emphasized how some individuals’ cognitive performance could benefit from task-irrelevant noise. Usually these studies focus on sub-attentive individuals and/or those who have been diagnosed with ADHD. An example of task-irrelevant noise is white noise (WN). Research regarding the effectiveness of WN in healthy adults has provided mixed results and therefore, the implications of WN remain unknown. The objective of this study was to determine the effects of WN on the cognitive performance of the neurotypical population. To test this, participants were asked to complete simultaneous amplitude discrimination and temporal order judgement (TOJ) tests several times in the presence of varying levels of WN. Participants were split into two groups––one containing individuals with regular prior WN exposure and the other with no previous experience with WN. The performances of participants with prior exposure to WN, but not those without prior exposure, resembled a U-shaped tuning curve for simultaneous amplitude discrimination. This indicates that familiarity with WN moderates its effectiveness on cognitive improvement. TOJ was not found to be affected by varying levels of WN intensity. The results of this study emphasized that there is a possibility that WN could facilitate higher levels of cognitive performance, though there is likely an adjustment period associated with its introduction to daily life. This warrants that additional research should be conducted in order to cultivate a definitive conclusion about the effects of WN.

Does a Single Session of Training Modify Emotion-Induced Blindness?

2021 ◽  
Author(s):  
Sandersan Onie ◽  
Chris Donkin ◽  
Steven Most
Keyword(s):  
Attentional Bias ◽  
Strong Evidence ◽  
Attentional Biases ◽  
Target Interval ◽  
Single Session ◽  
Attentional Bias Modification ◽  
Task Irrelevant ◽  
The Impact ◽  
Bias Modification ◽  
Negative Stimuli

Emotion-Induced Blindness (EIB) is a robust phenomenon in which people fail to see targets that appear in spatiotemporal proximity to task-irrelevant emotional distractors. Evidence suggests that it involves different mechanisms than tasks widely used to assess attentional biases and their modification. To assess the utility of EIB as an attentional bias modification task, we investigated its malleability in two experiments. In Experiment 1, participants trained to ignore negative distractors, ignore neutral distractors, or simply received equivalent exposure to negative distractors over 720 trials. Analyses revealed strong evidence against effects of training condition. Experiment 2 investigated whether training effects might emerge with EIB was tested at a longer distractor-target interval and added an additional, no-distractor comparison condition. Analyses of Experiment 2 provided some evidence that exposure to negative stimuli may reduce the impact of novel negative stimuli, which may hold implications for the wider attentional literature.

Sensorimotor knowledge from task-irrelevant feedback contributes to motor learning

2021 ◽  
Author(s):  
Wanying Jiang ◽  
Yajie Liu ◽  
Yuqing Bi ◽  
Kunlin Wei
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Implicit Learning ◽  
Motor Adaptation ◽  
Strategic Learning ◽  
Visuomotor Rotation ◽  
Saving Effect ◽  
Sensorimotor Knowledge ◽  
Sensory Processes ◽  
Task Irrelevant

Exposure to task-irrelevant feedback leads to perceptual learning, but its effect on motor learning has been understudied. Here we asked human participants to reach a visual target with a hand-controlled cursor while observing another cursor moving independently in a different direction. While the task-irrelevant feedback did not change the main task's performance, it elicited robust savings in subsequent adaptation to classical visuomotor rotation perturbation. We demonstrated that the saving effect resulted from a faster formation of strategic learning through a series of experiments, not from gains in the implicit learning process. Furthermore, the saving effect was robust against drastic changes in stimulus features (i.e., rotation size or direction) or task types (i.e., for motor adaptation and skill learning). However, the effect was absent when the task-irrelevant feedback did not carry the visuomotor relationship embedded in visuomotor rotation. Thus, though previous research on perceptual learning has related task-irrelevant feedback to changes in early sensory processes, our findings support its role in acquiring abstract sensorimotor knowledge during motor learning. Motor learning studies have traditionally focused on task-relevant feedback, but our study extends the scope of feedback processes and sheds new light on the dichotomy of explicit and implicit learning in motor adaptation as well as motor structure learning.

scholarly journals Perturbing Neural Representations of Working Memory with Task-irrelevant Interruption

2020 ◽  
Vol 32 (3) ◽  
pp. 558-569 ◽  
Author(s):  
Nicole Hakim ◽  
Tobias Feldmann-Wüstefeld ◽  
Edward Awh ◽  
Edward K. Vogel
Keyword(s):  
Working Memory ◽  
Memory Task ◽  
Relevant Information ◽  
Alpha Power ◽  
Neural Signals ◽  
Neural Representations ◽  
Contralateral Delay Activity ◽  
The Face ◽  
Task Irrelevant ◽  
The Impact

Working memory maintains information so that it can be used in complex cognitive tasks. A key challenge for this system is to maintain relevant information in the face of task-irrelevant perturbations. Across two experiments, we investigated the impact of task-irrelevant interruptions on neural representations of working memory. We recorded EEG activity in humans while they performed a working memory task. On a subset of trials, we interrupted participants with salient but task-irrelevant objects. To track the impact of these task-irrelevant interruptions on neural representations of working memory, we measured two well-characterized, temporally sensitive EEG markers that reflect active, prioritized working memory representations: the contralateral delay activity and lateralized alpha power (8–12 Hz). After interruption, we found that contralateral delay activity amplitude momentarily sustained but was gone by the end of the trial. Lateralized alpha power was immediately influenced by the interrupters but recovered by the end of the trial. This suggests that dissociable neural processes contribute to the maintenance of working memory information and that brief irrelevant onsets disrupt two distinct online aspects of working memory. In addition, we found that task expectancy modulated the timing and magnitude of how these two neural signals responded to task-irrelevant interruptions, suggesting that the brain's response to task-irrelevant interruption is shaped by task context.

scholarly journals Effects of acoustic warning signal intensity in the control of visuospatial interference

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Paola Cappucci ◽  
Ángel Correa ◽  
Rico Fisher ◽  
Torsten Schubert ◽  
Juan Lupiáñez
Keyword(s):  
Warning Signal ◽  
Attentional Focus ◽  
Warning Signals ◽  
Stimulus Response ◽  
Spatial Stimulus ◽  
Spatial Attributes ◽  
Task Irrelevant ◽  
Open Question ◽  
The Impact ◽  
Spatial Stroop

AbstractPrevious studies have reported increased interference when a task-irrelevant acoustic warning signal preceded the target presentation in cognitive tasks. However, the alerting-congruence interaction was mostly observed for tasks measuring Flanker and Simon interferences but not for Stroop conflict. These findings led to the assumption that warning signals widen the attentional focus and facilitate the processing of irrelevant spatial characteristics. However, it is not clear whether these effects are because of the temporal information provided by the warning signal or because of their alerting effects. Based on these findings, and on the open question about the nature of the warning signal intervention on visuospatial interferences, we decided to test the impact of the warning signal on the processing of irrelevant spatial features, by using a procedure suitable for measuring both Simon and spatial Stroop interferences. We also manipulated the intensity of the warning signal to study the effect of the task-irrelevant characteristics of warning signals in visuospatial interferences. For the Simon conflict, results demonstrated an increased interference provoked by the presence (Experiment 1) and intensity (Experiment 2) of warning signals. In contrast, neither the presence nor the intensity of warning signals affected the spatial Stroop interference. Overall, these findings suggest that the impact of warning signals primarily depends on the processing of irrelevant spatial attributes and on the type of conflict (e.g., spatial stimulus-response interference in Simon vs. stimulus-stimulus interference in spatial Stroop). In general, acoustic warning signals facilitate the automatic response activation, but their modulatory effect depends on the task setting involved.

scholarly journals Visual perceptual learning of a primitive feature in human V1/V2 as a result of unconscious processing, revealed by Decoded fMRI Neurofeedback (DecNef)

2020 ◽  
Author(s):  
Zhiyan Wang ◽  
Masako Tamaki ◽  
Kazuhisa Shibata ◽  
Michael S. Worden ◽  
Takashi Yamada ◽  
...  
Keyword(s):  
Perceptual Learning ◽  
Activity Patterns ◽  
Neural Mechanism ◽  
Global Motion ◽  
Local Motion ◽  
Motion Direction ◽  
Visual Perceptual Learning ◽  
Visual Areas ◽  
Motion Display ◽  
Task Irrelevant

AbstractWhile numerous studies have shown that visual perceptual learning (VPL) occurs as a result of exposure to a visual feature in a task-irrelevant manner, the underlying neural mechanism is poorly understood. In a previous psychophysical study, subjects were repeatedly exposed to a task-irrelevant global motion display that induced the perception of not only the local motions but also a global motion moving in the direction of the spatiotemporal average of the local motion vectors. As a result, subjects enhanced their sensitivity only to the local moving directions, suggesting that early visual areas (V1/V2) that process local motions are involved in task-irrelevant VPL. However, this hypothesis has never been examined by directly examining the involvement of early visual areas (V1/V2). Here, we employed a decoded neurofeedback technique (DecNef) using functional magnetic resonance imaging. During the DecNef training, subjects were trained to induce the activity patterns in V1/V2 that were similar to those evoked by the actual presentation of the global motion display. The DecNef training was conducted with neither the actual presentation of the display nor the subjects’ awareness of the purpose of the experiment. As a result, subjects increased the sensitivity to the local motion directions but not specifically to the global motion direction. The training effect was strictly confined to V1/V2. Moreover, subjects reported that they neither perceived nor imagined any motion during the DecNef training. These results together suggest that that V1/V2 are sufficient for exposure-based task-irrelevant VPL to occur unconsciously.Significance StatementWhile numerous studies have shown that visual perceptual learning (VPL) occurs as a result of exposure to a visual feature in a task-irrelevant manner, the underlying neural mechanism is poorly understood. Previous psychophysical experiments suggest that early visual areas (V1/V2) are involved in task-irrelevant VPL. However, this hypothesis has never been examined by directly examining the involvement of early visual areas (V1/V2). Here, using decoded fMRI neurofeedback, the activity patterns similar to those evoked by the presentation of a complex motion display were repeatedly induced only in early visual areas. The training sensitized only the local motion directions and not the global motion direction, suggesting that V1/V2 are involved in task-irrelevant VPL.

scholarly journals Can Defense Attorneys Detect Forensic Confirmation Bias? Effects on Evidentiary Judgments and Trial Strategies

2020 ◽  
Author(s):  
Nikoleta M Despodova ◽  
Jeff Kukucka ◽  
Alexa Hiley
Keyword(s):  
Confirmation Bias ◽  
Medical Examiner ◽  
Forensic Evidence ◽  
Defense Attorneys ◽  
Case File ◽  
Probative Value ◽  
Procedural Reform ◽  
Forensic Testimony ◽  
Task Irrelevant ◽  
The Impact

Knowledge of task-irrelevant information undermines the probative value of forensic evidence (i.e., forensic confirmation bias). Cross-examination may sensitize jurors to bias—but do attorneys recognize when bias has tainted evidence against their client and adjust their cross-examination strategy accordingly? To address this question, 130 defense attorneys imagined representing a man charged with manslaughter and reviewed a case file that included, among other things, an autopsy report from a medical examiner who was either aware or unaware of their client’s recanted confession before ruling the death a homicide. When the examiner knew of the confession, attorneys rated the autopsy as no less probative or reliable, they were no less confident in their client’s guilt, and only 46% raised the possibility of confirmation bias on cross-examination. Our findings suggest that defense attorneys underappreciate the impact of forensic confirmation bias, such that biased forensic testimony would be better avoided via procedural reform.

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