scholarly journals Effects of priming and target presentation on judgment of learning.

2014 ◽  
Vol 78 (0) ◽  
pp. 2PM-1-090-2PM-1-090
Author(s):  
Hiroyuki Kanashiki
Keyword(s):  
Target Presentation ◽  
Judgment Of Learning

Spatial suppression due to statistical regularities is driven by distractor suppression not by target activation

2018 ◽  
Author(s):  
Michel Failing ◽  
Benchi Wang ◽  
Jan Theeuwes
Keyword(s):  
High Probability ◽  
Target Location ◽  
Target Selection ◽  
Visual Space ◽  
Alternative Interpretation ◽  
Distractor Location ◽  
Target Presentation ◽  
Statistical Regularities ◽  
Low Probability ◽  
Presentation Experiment

Where and what we attend to is not only determined by what we are currently looking for but also by what we have encountered in the past. Recent studies suggest that biasing the probability by which distractors appear at locations in visual space may lead to attentional suppression of high probability distractor locations which effectively reduces capture by a distractor but also impairs target selection at this location. However, in many of these studies introducing a high probability distractor location was tantamount to increasing the probability of the target appearing in any of the other locations (i.e. the low probability distractor locations). Here, we investigate an alternative interpretation of previous findings according to which attentional selection at high probability distractor locations is not suppressed. Instead, selection at low probability distractor locations is facilitated. In two visual search tasks, we found no evidence for this hypothesis: neither when there was only a bias in target presentation but no bias in distractor presentation (Experiment 1), nor when there was only a bias in distractor presentation but no bias in target presentation (Experiment 2). We conclude that recurrent presentation of a distractor in a specific location leads to attentional suppression of that location through a mechanism that is unaffected by any regularities regarding the target location.

Mislocalization of stationary and flashed bars after saccadic inward and outward adaptation of reactive saccades

2012 ◽  
Vol 107 (11) ◽  
pp. 3062-3070 ◽  
Author(s):  
Fabian Schnier ◽  
Markus Lappe
Keyword(s):  
Saccade Target ◽  
Saccade Amplitude ◽  
Presentation Duration ◽  
Target Presentation ◽  
Adaptation Mechanisms ◽  
Long Duration ◽  
Neuronal Mechanisms ◽  
The Difference ◽  
Saccade Adaptation

Recent studies have shown that saccadic inward adaptation (i.e., the shortening of saccade amplitude) and saccadic outward adaptation (i.e., the lengthening of saccade amplitude) rely on partially different neuronal mechanisms. There is increasing evidence that these differences are based on differences at the target registration or planning stages since outward but not inward adaptation transfers to hand-pointing and perceptual localization of flashed targets. Furthermore, the transfer of reactive saccade adaptation to long-duration overlap and scanning saccades is stronger after saccadic outward adaptation than that after saccadic inward adaptation, suggesting that modulated target registration stages during outward adaptation are increasingly used in the execution of saccades when the saccade target is visually available for a longer time. The difference in target presentation duration between reactive and scanning saccades is also linked to a difference in perceptual localization of different targets. Flashed targets are mislocalized after inward adaptation of reactive and scanning saccades but targets that are presented for a longer time (stationary targets) are mislocalized stronger after scanning than after reactive saccades. This link between perceptual localization and adaptation specificity suggests that mislocalization of stationary bars should be higher after outward than that after inward adaptation of reactive saccades. In the present study we test this prediction. We show that the relative amount of mislocalization of stationary versus flashed bars is higher after outward than that after inward adaptation of reactive saccades. Furthermore, during fixation stationary and flashed bars were mislocalized after outward but not after inward adaptation. Thus, our results give further evidence for different adaptation mechanisms between inward and outward adaptation and harmonize some recent research.

scholarly journals The prevlanece effect is imbalanced: It is stronger for high target presentation rates, than for low

2010 ◽  
Vol 9 (8) ◽  
pp. 1171-1171
Author(s):  
H. J. Godwin ◽  
T. Menneer ◽  
K. R. Cave ◽  
V. Cutler ◽  
N. Donnelly
Keyword(s):  
Target Presentation

A Comparison of Bilateral Versus Unilateral Target and Distractor Presentation in the Remote Distractor Paradigm

2008 ◽  
Vol 55 (5) ◽  
pp. 334-341 ◽  
Author(s):  
Valerie Benson
Keyword(s):  
Saccade Latency ◽  
Oculomotor Control ◽  
Target Presentation ◽  
Target Time ◽  
Distractor Effect ◽  
Saccade Onset ◽  
Remote Distractor Effect

The remote distractor effect (RDE) is a robust finding of an increase in saccade onset latencies (20–40 ms) when a distractor is presented simultaneously with a target, compared to when a target is presented on its own ( Walker, Deubel, Schneider, & Findlay, 1997 ). Distractors presented at fixation produce the largest RDE and the effect decreases as distractors are moved into the periphery. Data from two experiments that contrast with these standard findings are reported. Under bilateral target presentation, larger RDE magnitudes occurred for peripheral than for central distractors, whereas under unilateral presentation, the pattern reversed. The findings are discussed with reference to discrimination processes, attentional factors and current models of oculomotor control. It is suggested that in bilateral target presentation the competition between the distractor and the target results in the programming of a saccade to the distractor, as well as a saccade to the target. Time taken to cancel the saccade to the distractor produces the increased saccade latency for peripheral distractors in that condition.

Visual and Kinesthetic Control of Goal-Directed Movements to Visually and Kinesthetically Presented Targets

1998 ◽  
Vol 86 (3_suppl) ◽  
pp. 1375-1391 ◽  
Author(s):  
Y. Laufer ◽  
S. Hocherman
Keyword(s):  
Horizontal Plane ◽  
Information Transfer ◽  
Sensory Modality ◽  
Reaching Movements ◽  
Target Presentation ◽  
Transformation Rules ◽  
Sensory Modalities ◽  
Kinesthetic Feedback ◽  
Systematic Biases ◽  
Plane Mode

The study investigated the contribution of kinesthetic and visual input to the performance of reaching movements and identified rules governing the transformation of information between these two sensory modalities. The study examined the accuracy by which 39 subjects reproduced locations of five targets in a horizontal plane. Mode of target presentation and feedback during reproduction of a target's location was either visual, kinesthetic or a combination of both modalities. Thus, it was possible to examine performance when target presentation and reproduction involved feedback from the same sensory modality (intramodal) as well as from different sensory modalities (intermodal). Errors in target reproduction were calculated in terms of distance and systematic biases in movement extent. The major findings of the study are (1) Intramodal reproduction of a target's location on the basis of kinesthetic feedback is somewhat less accurate than intramodal reproduction on the basis of visual feedback. (2) Intermodal performance is significantly less accurate than intramodal performance. (3) Accuracy of performance does not depend on the direction of information transfer between sensory modalities. (4) Intermodal performance is characterized by systematic biases in extent of movement which are dependent on the direction of information transfer between modalities. (5) When presentation of the target's location is bimodal, reproduction is adversely affected by the conflicting input. The results suggest that transformation rules, used to combine input from various sensory modalities, depend on environmental conditions and attention.

Executive Functioning and Judgment-of-Learning versus Feeling-of-Knowing in Older Adults

2004 ◽  
Vol 30 (1) ◽  
pp. 47-62 ◽  
Author(s):  
Céline Souchay ◽  
Michel Isingrini ◽  
David Clarys ◽  
Laurence Taconnat ◽  
Francis Eustache
Keyword(s):  
Older Adults ◽  
Executive Functioning ◽  
Judgment Of Learning ◽  
Feeling Of Knowing

scholarly journals Cerebellar anodal tDCS increases implicit visuomotor remapping when strategic re-aiming is suppressed

2016 ◽  
Author(s):  
Li-Ann Leow ◽  
Welber Marinovic ◽  
Stephan Riek ◽  
Timothy J Carroll
Keyword(s):  
Visual Feedback ◽  
Explicit Knowledge ◽  
Hand Position ◽  
Sensorimotor Adaptation ◽  
Anodal Tdcs ◽  
Movement Initiation ◽  
Implicit Processes ◽  
Target Presentation ◽  
Explicit Processes ◽  
The Right

AbstractThe cerebellum is known to be critically involved in sensorimotor adaptation. Changes in cerebellar function alter behaviour when compensating for sensorimotor perturbations, as shown by non-invasive stimulation of the cerebellum and studies involving patients with cerebellar degeneration. It is known, 24 however, that behavioural responses to sensorimotor perturbations reflect both explicit processes (such as volitional aiming to one side of a target to counteract a rotation of visual feedback) and implicit, error-driven updating of sensorimotor maps. The contribution of the cerebellum to these explicit and implicit processes remains unclear. Here, we examined the role of the cerebellum in sensorimotor adaptation to a 30° rotation of visual feedback of hand position during target-reaching, when the capacity to use explicit processes was manipulated by controlling movement preparation times. Explicit re-aiming was suppressed in one condition by requiring subjects to initiate their movements within 300ms of target presentation, and permitted in another condition by requiring subjects to wait approximately 1050ms after target presentation before movement initiation. Similar to previous work, applying anodal transcranial direct current stimulation (tDCS; 1.5mA) to the right cerebellum during adaptation resulted in faster compensation for errors imposed by the rotation. After exposure to the rotation, we evaluated implicit remapping in no-feedback trials after providing participants with explicit knowledge that the rotation had been removed. Crucially, movements were more adapted in these no-feedback trials following cerebellar anodal tDCS than after sham stimulation in both long and short preparation groups. This suggests that cerebellar anodal tDCS increased implicit remapping during sensorimotor adaptation irrespective of preparation time constraints. This work shows that the cerebellum is critical in the formation of new visuomotor maps that correct perturbations in sensory feedback, both when explicit processes are suppressed and when allowed during sensorimotor adaptation.

Metakognitive Überwachungs- und Selbstkontrollprozesse bei der Lernzeiteinteilung von Kindern

2003 ◽  
Vol 17 (3/4) ◽  
pp. 173-183 ◽  
Author(s):  
Kathrin Lockl ◽  
Wolfgang Schneider
Keyword(s):  
Judgment Of Learning

Zusammenfassung: Bisherige entwicklungspsychologische Arbeiten legen nahe, dass es jüngeren Grundschulkindern schwer fällt, ihre Lernzeiten an den Schwierigkeitsgrad des Aufgabenmaterials anzupassen. Die vorliegende Studie versucht zu klären, ob diese Schwierigkeiten eher auf defizitäre Überwachungsprozesse oder auf Probleme in der Selbstregulation zurückzuführen sind. Je 42 Erst- und Drittklässler erhielten die Aufgabe, “leichte” (hoch assoziative) und “schwierige” (nicht miteinander verbundene) Bildpaare zu lernen. Zur Erfassung von Überwachungsprozessen wurden nach einer ersten Lernphase mit fester Lernzeit “Judgment-of-learning” (JOL)-Urteile zum geschätzten Lernaufwand für die einzelnen Bildpaare erfragt. Danach wurden dieselben Bildpaare nochmals vorgegeben, wobei die Kinder nun ihre Lernzeiten frei bestimmen konnten. Es zeigte sich, dass Erst- und Drittklässler gleichermaßen dazu in der Lage waren, in ihren JOLs zwischen leichten und schweren Bildpaaren zu differenzieren. Die Drittklässler richteten ihre Lernzeiten jedoch stärker nach den vorausgegangenen JOL-Urteilen als die Erstklässler.

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