A bridge to progress further afield: The promise of a common framework on attentional capture

Although physical salience looms large in the attentional capture literature, stimuli can also capture attention via salience deriving from non-physical factors. Such psychological salience can stem, for example, from the emotional resonance of stimuli or their relevance to a person’s expertise. We consider how insights from a recently proposed framework for attentional capture can be used to advance theory and drive research on the role of emotion-driven attentional biases in clinical disorders and on how attentional allocation changes with the development of perceptual expertise. In return, we wonder how their common framework can be enriched through considerations of psychological salience.

Increased Activation in the Fusiform Face Area to Greebles is a Result of Expertise Training, Not by its Face-likeness

In 2011, Brants, Wagemans, & Op de Beeck (JOCN 23:12, pp. 3949-3958) trained eight individuals to become Greeble experts, and found neuronal inversion effects [NIEs; i.e., higher Fusiform Face Area (FFA) activity for upright, rather than inverted Greebles]. These effects were also found for faces, both before and after training. By claiming to have replicated the seminal Greeble training study (i.e., Gauthier, Tarr, Anderson, Skudlarski, & Gore, 1999, Nat Neurosci, 2, 568-573), Brants et al. interpreted these results as participants viewing Greebles as faces throughout training, contrary to the original argument of subjects becoming Greeble experts only after training. However, such a claim presents two issues. First, the behavioral training results of Brants et al. did not replicate those of Gauthier et al (1999), raising concerns of whether the right training regime had been adopted. Second, both a literature review and meta-analysis of NIE in the FFA suggest its unreliability as an index of face(-like) processing. To empirically evaluate these issues, the present study compared two documented training paradigms (i.e., Gauthier & Tarr, 1997, Vision Res, 37, 1673-1682; and Gauthier, Williams, Tarr, & Tanaka, 1998, Vision Res, 38, 2401-2428) and explored their impact on the FFA. The results showed significant increases in the FFA for Greebles, and a clear neural "adaptation" (i.e., decreased activity for faces following Greebles, but not following non-face objects, in the FFA) both only in the Gauthier97 group, and only after training, reflecting clear modulation of expertise following "appropriate" training. In both groups, no clear NIE for faces nor Greebles were found. Collectively, these data invalidate the two assumptions behind the Brants et al. findings, and provide not only the updated support, but also the new evidence, for the perceptual expertise hypothesis of FFA.

Early Visual Processing and Perception Processes in Object Discrimination Learning

A brief image presentation is sufficient to discriminate and individuate objects of expertise. Although perceptual expertise is acquired through extensive practice that increases the resolution of representations and reduces the latency of image decoding and coarse and fine information extraction, it is not known how the stages of visual processing impact object discrimination learning (ODL). Here, we compared object discrimination with brief (100 ms) and long (1,000 ms) perceptual encoding times to test if the early and late visual processes are required for ODL. Moreover, we evaluated whether encoding time and discrimination practice shape perception and recognition memory processes during ODL. During practice of a sequential matching task with initially unfamiliar complex stimuli, we find greater discrimination with greater encoding times regardless of the extent of practice, suggesting that the fine information extraction during late visual processing is necessary for discrimination. Interestingly, the overall discrimination learning was similar for brief and long stimuli, suggesting that early stages of visual processing are sufficient for ODL. In addition, discrimination practice enhances perceive and know for brief and long stimuli and both processes are associated with performance, suggesting that early stage information extraction is sufficient for modulating the perceptual processes, likely reflecting an increase in the resolution of the representations and an early availability of information. Conversely, practice elicited an increase of familiarity which was not associated with discrimination sensitivity, revealing the acquisition of a general recognition memory. Finally, the recall is likely enhanced by practice and is associated with discrimination sensitivity for long encoding times, suggesting the engagement of recognition memory in a practice independent manner. These findings contribute to unveiling the function of early stages of visual processing in ODL, and provide evidence on the modulation of the perception and recognition memory processes during discrimination practice and its relationship with ODL and perceptual expertise acquisition.

Perceptual expertise with Chinese characters predicts Chinese reading performance among Hong Kong Chinese children with developmental dyslexia

This study explores the theoretical proposal that developmental dyslexia involves a failure to develop perceptual expertise with words despite adequate education. Among a group of Hong Kong Chinese children diagnosed with developmental dyslexia, we investigated the relationship between Chinese word reading and perceptual expertise with Chinese characters. In a perceptual fluency task, the time of visual exposure to Chinese characters was manipulated and limited such that the speed of discrimination of a short sequence of Chinese characters at an accuracy level of 80% was estimated. Pair-wise correlations showed that perceptual fluency for characters predicted speeded and non-speeded word reading performance. Exploratory hierarchical regressions showed that perceptual fluency for characters accounted for 5.3% and 9.6% variance in speeded and non-speeded reading respectively, in addition to age, non-verbal IQ, phonological awareness, morphological awareness, rapid automatized naming (RAN) and perceptual fluency for digits. The findings suggest that perceptual expertise with words plays an important role in Chinese reading performance in developmental dyslexia, and that perceptual training is a potential remediation direction.

Perceptual Expertise and Perceptual Modularity

According to the Experience Thesis, perceptual expertise is a capacity that manifests itself in perceptual experiences with expertise-specific representational contents. The first part of the chapter locates the Experience Thesis with respect to current debates about the admissible contents of perceptual experience and gives various reasons for believing that it is true. The balance of the chapter explores its compatibility with two other theses about perception and perceptual expertise. One is the Cognition Thesis that perceptual expertise is a capacity that draws on cognition. The other is the Modularity Thesis that perceptual experiences wholly result from modular processing of sensory input.

Locating Expert Impressions

The category of expert impressions includes expert perceptions and expert intuitions. This category does not fit easily into the standard classification of expertise into perceptual, cognitive, or motor. This chapter argues that there are independent reasons to prefer an alternative system for classifying expertise with reference to which expert impressions stand out as a natural class. The argument is based on empirical considerations suggesting that the traditional category of cognitive expertise is disunified: some kinds of cognitive expertise are more like perceptual expertise; other kinds of cognitive expertise are more like motor expertise.