Pub Date : 2024-06-13DOI: 10.3389/fcogn.2024.1404112
Artyom Zinchenko, A. M. Bierlich, M. Conci, Hermann J. Müller, T. Geyer
Visual search is facilitated when participants encounter targets in repeated display arrangements. This “contextual-cueing” effect is attributed to incidental learning of spatial distractor-target relations, which subsequently guides visual search more effectively toward the target location. Conversely, behaviorally significant, though task-irrelevant, negative emotional stimuli may involuntarily capture attention and thus hamper performance in visual search. This raises the question of how these two attention-guiding factors connect.To this end, we investigated how an emotionally alerting stimulus induced by different classes of emotional (face, scene) pictures prior to the search task relates to memory-related plasticity. We tested 46 participants who were presented with repeated and non-repeated search layouts, preceded at variable (50, 500, 1,000 ms) intervals by emotional vs. neutral faces or scenes.We found that contextual learning was increased with emotional compared to neutral scenes, which resulted in no contextual cueing was observed at all, while no modulation of the cueing effect was observed for emotional (vs. neutral) faces. This modulation occurred independent of the intervals between the emotional stimulus and the search display.We conclude that emotional scenes are particularly effective in withdrawing attentional resources, biasing individual participants to perform a visual search task in a passive, i.e., receptive, manner, which, in turn, improves automatic contextual learning.
{"title":"Emotional modulation of statistical learning in visual search","authors":"Artyom Zinchenko, A. M. Bierlich, M. Conci, Hermann J. Müller, T. Geyer","doi":"10.3389/fcogn.2024.1404112","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1404112","url":null,"abstract":"Visual search is facilitated when participants encounter targets in repeated display arrangements. This “contextual-cueing” effect is attributed to incidental learning of spatial distractor-target relations, which subsequently guides visual search more effectively toward the target location. Conversely, behaviorally significant, though task-irrelevant, negative emotional stimuli may involuntarily capture attention and thus hamper performance in visual search. This raises the question of how these two attention-guiding factors connect.To this end, we investigated how an emotionally alerting stimulus induced by different classes of emotional (face, scene) pictures prior to the search task relates to memory-related plasticity. We tested 46 participants who were presented with repeated and non-repeated search layouts, preceded at variable (50, 500, 1,000 ms) intervals by emotional vs. neutral faces or scenes.We found that contextual learning was increased with emotional compared to neutral scenes, which resulted in no contextual cueing was observed at all, while no modulation of the cueing effect was observed for emotional (vs. neutral) faces. This modulation occurred independent of the intervals between the emotional stimulus and the search display.We conclude that emotional scenes are particularly effective in withdrawing attentional resources, biasing individual participants to perform a visual search task in a passive, i.e., receptive, manner, which, in turn, improves automatic contextual learning.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"26 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.3389/fcogn.2024.1372945
M. Sheets‐Johnstone
Can we again learn about ourselves and our surrounding world through dance as we age, thereby promoting our own health? This article documents facts of life showing that “older adults” do not have to learn to be cognitive of their movement, affective dispositions, or surrounding world; they have been experientially cognitive of all by way of tactility, kinesthesia, and affectivity from the beginning. Present-day cognitive neuroscience, concentrating and theorizing as it does on the brain's neuroplasticity, is however deficient in recognizing these experiential realities. Research studies on the brain and behavior, in contrast, demonstrate that coordination dynamics are the defining feature of both neurological and kinesthetic coordination dynamics. These dynamics are central to corporeal concepts, to the recognition of if–then relationships, and to thinking in movement. In effect, the brain is part of a whole-body nervous system. The study proceeds to show that the qualitative dynamics of movement that subtend coordination dynamics are basic to not only everyday movement but also to dancing—to experiencing movement kinesthetically and to being a mindful body. When Merce Cunningham writes that dance gives you that “single fleeting moment when you feel alive” and is not for “unsteady souls” and English writer D. H. Lawrence writes that “[w]e ought to dance with rapture that we are alive, and in the flesh, and part of the living incarnate cosmos,” their words are incentives to those who are aging to awaken tactilely, kinesthetically, and affectively to the existential realities of dance.
随着年龄的增长，我们能否再次通过舞蹈了解自己和周围的世界，从而促进自身健康？本文记录的生活事实表明，"老年人 "并不需要学习认知自己的动作、情感倾向或周围世界；他们从一开始就通过触觉、动觉和情感体验认知了一切。然而，当今的认知神经科学专注于大脑的神经可塑性并将其理论化，却未能认识到这些经验现实。相反，对大脑和行为的研究表明，协调动力学是神经协调动力学和运动学协调动力学的决定性特征。这些动态是肉体概念、"如果-那么 "关系识别和运动思维的核心。实际上，大脑是全身神经系统的一部分。这项研究进而表明，运动的定性动态与协调动态相辅相成，不仅是日常运动的基本要素，也是舞蹈的基本要素--从运动美学的角度体验运动，成为一个有思想的身体。当默斯-坎宁安（Merce Cunningham）写道，舞蹈能让你 "在稍纵即逝的瞬间感受到生命的存在"，并不适合 "不稳定的灵魂 "时，当英国作家 D. H. 劳伦斯（D. H. Lawrence）写道，"我们应该欢欣鼓舞地跳舞，因为我们是活着的，是有血有肉的，是活生生的化身宇宙的一部分 "时，他们的话激励着那些正在衰老的人们从触觉、动觉和情感上唤醒舞蹈的存在现实。
{"title":"The existential realities of dancing","authors":"M. Sheets‐Johnstone","doi":"10.3389/fcogn.2024.1372945","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1372945","url":null,"abstract":"Can we again learn about ourselves and our surrounding world through dance as we age, thereby promoting our own health? This article documents facts of life showing that “older adults” do not have to learn to be cognitive of their movement, affective dispositions, or surrounding world; they have been experientially cognitive of all by way of tactility, kinesthesia, and affectivity from the beginning. Present-day cognitive neuroscience, concentrating and theorizing as it does on the brain's neuroplasticity, is however deficient in recognizing these experiential realities. Research studies on the brain and behavior, in contrast, demonstrate that coordination dynamics are the defining feature of both neurological and kinesthetic coordination dynamics. These dynamics are central to corporeal concepts, to the recognition of if–then relationships, and to thinking in movement. In effect, the brain is part of a whole-body nervous system. The study proceeds to show that the qualitative dynamics of movement that subtend coordination dynamics are basic to not only everyday movement but also to dancing—to experiencing movement kinesthetically and to being a mindful body. When Merce Cunningham writes that dance gives you that “single fleeting moment when you feel alive” and is not for “unsteady souls” and English writer D. H. Lawrence writes that “[w]e ought to dance with rapture that we are alive, and in the flesh, and part of the living incarnate cosmos,” their words are incentives to those who are aging to awaken tactilely, kinesthetically, and affectively to the existential realities of dance.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"59 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been a growing interest in the role of innate curiosity on facets of human cognition, such as in spatial learning and memory. Yet, it is unclear how state level curiosity evoked by the current environment could interact differentially with trait curiosity, to impact spatial memory performance.We assessed the influence of trait and state curiosity on route memory. Forty-two 10-year-old children with low and high-trait curiosity (20 Females; 22 Males) actively explored virtual environments that elicited varying levels of uncertainty (i.e., state-curiosity).As trait curiosity increased, so did memory performance in low and high uncertainty conditions, suggesting that high-curiosity children can better recruit cognitive resources within non-optimal environments. Children with high compared to low trait curiosity also reported greater feelings of presence during exploration. Importantly, in environments with medium uncertainty, children with low trait curiosity were able to perform as well as those with high curiosity.Results show that individual differences in trait curiosity influence route learning and these interact dynamically with state-curiosity invoked within different environments.
{"title":"The beneficial role of curiosity on route memory in children","authors":"Yadurshana Sivashankar, Myra Fernandes, Pierre-Yves Oudeyer, Hélène Sauzéon","doi":"10.3389/fcogn.2024.1346280","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1346280","url":null,"abstract":"There has been a growing interest in the role of innate curiosity on facets of human cognition, such as in spatial learning and memory. Yet, it is unclear how state level curiosity evoked by the current environment could interact differentially with trait curiosity, to impact spatial memory performance.We assessed the influence of trait and state curiosity on route memory. Forty-two 10-year-old children with low and high-trait curiosity (20 Females; 22 Males) actively explored virtual environments that elicited varying levels of uncertainty (i.e., state-curiosity).As trait curiosity increased, so did memory performance in low and high uncertainty conditions, suggesting that high-curiosity children can better recruit cognitive resources within non-optimal environments. Children with high compared to low trait curiosity also reported greater feelings of presence during exploration. Importantly, in environments with medium uncertainty, children with low trait curiosity were able to perform as well as those with high curiosity.Results show that individual differences in trait curiosity influence route learning and these interact dynamically with state-curiosity invoked within different environments.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"18 5part2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.3389/fcogn.2024.1352656
Josefine Albert, Werner X. Schneider, Christian H. Poth
Humans find visual targets more quickly when the target appears at the same location in a repeated configuration of other stimuli. However, when the target alternates between two locations in the repeated configuration, the benefit for visual search is smaller. This reduction of benefits has been explained as the result of an averaging of a benefit for one location and a cost for the other location. In two experiments, we investigated this two-target-locations effect in real-world scenes using high-resolution eye-tracking. Experiment 1 adapted a study in which subjects searched for a small “T” or “L” superimposed on real-world photographs. Half of the trials showed repeated scenes with one possible target location each; half showed novel scenes. We replicated the pronounced contextual cueing effect in real-world scenes. In Experiment 2, two conditions were added. In one of them, targets appeared in repeated scenes alternating between two possible locations per scene. In the other condition, targets appeared in repeated scenes but at new locations, constrained to one side of the screen. Subjects were faster to search for and identify a target in repeated scenes than in novel scenes, including when the scene was paired with two alternating target locations and (after extensive training) even when the scene only predicted the hemifield. Separate analyses on the two possible target locations resulted in rejection of the suggestion of costs for the additional target location, since the contextual cueing effect was present in the second half of the experiment for both the favored and the less favored target location. The eye-tracking data demonstrated that contextual cueing influences searching fixations, characteristic of attentional guidance, rather than responding fixations, characteristic of facilitation of response processes. Further, these data revealed that adding another possible target location leads to less guidance, rather than impeding response processes. Thus, this study delivers evidence for a flexible and attentional guidance mechanism that is able to prioritize more than one location in natural contexts.
{"title":"Can natural scenes cue attention to multiple locations? Evidence from eye-movements in contextual cueing","authors":"Josefine Albert, Werner X. Schneider, Christian H. Poth","doi":"10.3389/fcogn.2024.1352656","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1352656","url":null,"abstract":"Humans find visual targets more quickly when the target appears at the same location in a repeated configuration of other stimuli. However, when the target alternates between two locations in the repeated configuration, the benefit for visual search is smaller. This reduction of benefits has been explained as the result of an averaging of a benefit for one location and a cost for the other location. In two experiments, we investigated this two-target-locations effect in real-world scenes using high-resolution eye-tracking. Experiment 1 adapted a study in which subjects searched for a small “T” or “L” superimposed on real-world photographs. Half of the trials showed repeated scenes with one possible target location each; half showed novel scenes. We replicated the pronounced contextual cueing effect in real-world scenes. In Experiment 2, two conditions were added. In one of them, targets appeared in repeated scenes alternating between two possible locations per scene. In the other condition, targets appeared in repeated scenes but at new locations, constrained to one side of the screen. Subjects were faster to search for and identify a target in repeated scenes than in novel scenes, including when the scene was paired with two alternating target locations and (after extensive training) even when the scene only predicted the hemifield. Separate analyses on the two possible target locations resulted in rejection of the suggestion of costs for the additional target location, since the contextual cueing effect was present in the second half of the experiment for both the favored and the less favored target location. The eye-tracking data demonstrated that contextual cueing influences searching fixations, characteristic of attentional guidance, rather than responding fixations, characteristic of facilitation of response processes. Further, these data revealed that adding another possible target location leads to less guidance, rather than impeding response processes. Thus, this study delivers evidence for a flexible and attentional guidance mechanism that is able to prioritize more than one location in natural contexts.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"44 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.3389/fcogn.2024.1362636
Christina Heemskerk, Claudia M. Roebers
This study aimed to investigate if the acute effects of a physical activity (PA) break on the on-task and off-task classroom behavior of primary school children are mediated by inhibition. Combining arousal theory and the cognitive stimulation hypothesis, we employed a 15-min intermittent PA protocol aiming at high-intensity with cognitive demands. We were interested in the effects of PA in real-life settings and in a feasible and sustainable manner for teachers. Thus, the PA session was short and all data collection carried out in ecologically valid school and classroom environments.Fifteen 4th grade classes were randomly assigned to the experimental group (EG; eight classes, n = 120) or waitlist control group (WCG; seven classes, n = 91). Participants were observed during normal classroom lessons for 25 min before and after the PA break (EG) or a business-as-usual lesson (WCG) and completed the Hearts and Flowers task, a task measuring primarily inhibition, once per observation block. We analyzed the effect of PA on inhibition with ANOVA and the effect on behavior and mediation effect with logistic multilevel models.The PA break positively affected inhibition with a small effect. Active off-task classroom behavior was higher at post-test in the WCG, but not the EG. Of practical importance, intercept-slope interactions indicated that those with higher levels of off-task behavior at pre-test experienced greater benefits of the PA breaks. No significant mediation of the effect of PA on task-related behaviors via inhibition was found.In conclusion, a time-efficient PA break can improve inhibition and off-task classroom behavior in primary school children. Although these effects occur concurrently, they appear to be independent of each other.
本研究旨在探讨体育活动（PA）休息时间对小学生课堂任务内和任务外行为的急性影响是否由抑制作用介导。结合唤醒理论和认知刺激假说，我们采用了一个 15 分钟的间歇性体力活动方案，以高强度的认知需求为目标。我们感兴趣的是 PA 在现实生活中的效果，以及对教师而言可行且可持续的方式。15 个四年级班级被随机分配到实验组（EG；8 个班，n = 120）或候补对照组（WCG；7 个班，n = 91）。我们在 PA 课间休息（EG）或照常上课（WCG）前后各 25 分钟的正常课堂上对参与者进行观察，并在每个观察区完成一次 "心与花 "任务，这是一项主要测量抑制作用的任务。我们通过方差分析分析了 PA 对抑制作用的影响，并通过逻辑多层次模型分析了 PA 对行为的影响和中介效应。在测试后，WCG 学生的主动课堂非任务行为较高，而 EG 学生则不高。具有实际意义的是，截距-斜率交互作用表明，那些在测试前有较高程度的非任务行为的学生从课间休息中获得了更大的益处。总之，有时间效率的课间休息可以改善小学生的抑制和课堂非任务行为。尽管这些效果是同时出现的，但它们似乎是相互独立的。
{"title":"Improvements in 4th graders' task behavior after physical activity: mediation by inhibition?","authors":"Christina Heemskerk, Claudia M. Roebers","doi":"10.3389/fcogn.2024.1362636","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1362636","url":null,"abstract":"This study aimed to investigate if the acute effects of a physical activity (PA) break on the on-task and off-task classroom behavior of primary school children are mediated by inhibition. Combining arousal theory and the cognitive stimulation hypothesis, we employed a 15-min intermittent PA protocol aiming at high-intensity with cognitive demands. We were interested in the effects of PA in real-life settings and in a feasible and sustainable manner for teachers. Thus, the PA session was short and all data collection carried out in ecologically valid school and classroom environments.Fifteen 4th grade classes were randomly assigned to the experimental group (EG; eight classes, n = 120) or waitlist control group (WCG; seven classes, n = 91). Participants were observed during normal classroom lessons for 25 min before and after the PA break (EG) or a business-as-usual lesson (WCG) and completed the Hearts and Flowers task, a task measuring primarily inhibition, once per observation block. We analyzed the effect of PA on inhibition with ANOVA and the effect on behavior and mediation effect with logistic multilevel models.The PA break positively affected inhibition with a small effect. Active off-task classroom behavior was higher at post-test in the WCG, but not the EG. Of practical importance, intercept-slope interactions indicated that those with higher levels of off-task behavior at pre-test experienced greater benefits of the PA breaks. No significant mediation of the effect of PA on task-related behaviors via inhibition was found.In conclusion, a time-efficient PA break can improve inhibition and off-task classroom behavior in primary school children. Although these effects occur concurrently, they appear to be independent of each other.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"80 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.3389/fcogn.2024.1349505
Orly Azulai, L. Shalev, C. Mevorach
Perception under noisy conditions requires not only feature identification but also a process whereby target features are selected and noise is filtered out (e.g., when identifying an animal hiding in the savannah). Interestingly, previous perceptual learning studies demonstrated the utility of training feature representation (without noise) for improving discrimination under noisy conditions. Furthermore, learning to filter out noise also appears to transfer to other perceptual task under similar noisy conditions. However, such learning transfer effects were thus far demonstrated predominantly in simple stimuli. Here we sought to explore whether similar learning transfer can be observed with complex real-world stimuli.We assessed the feature-to-noise transfer effect by using complex stimuli of human faces. We first examined participants' performance on a face-noise task following either training in the same task, or in a different face-feature task. Second, we assessed the transfer effect across different noise tasks defined by stimulus complexity, simple stimuli (Gabor) and complex stimuli (faces).We found a clear learning transfer effect in the face-noise task following learning of face features. In contrast, we did not find transfer effect across the different noise tasks (from Gabor-noise to face-noise).These results extend previous findings regarding transfer of feature learning to noisy conditions using real-life stimuli.
{"title":"Feature discrimination learning transfers to noisy displays in complex stimuli","authors":"Orly Azulai, L. Shalev, C. Mevorach","doi":"10.3389/fcogn.2024.1349505","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1349505","url":null,"abstract":"Perception under noisy conditions requires not only feature identification but also a process whereby target features are selected and noise is filtered out (e.g., when identifying an animal hiding in the savannah). Interestingly, previous perceptual learning studies demonstrated the utility of training feature representation (without noise) for improving discrimination under noisy conditions. Furthermore, learning to filter out noise also appears to transfer to other perceptual task under similar noisy conditions. However, such learning transfer effects were thus far demonstrated predominantly in simple stimuli. Here we sought to explore whether similar learning transfer can be observed with complex real-world stimuli.We assessed the feature-to-noise transfer effect by using complex stimuli of human faces. We first examined participants' performance on a face-noise task following either training in the same task, or in a different face-feature task. Second, we assessed the transfer effect across different noise tasks defined by stimulus complexity, simple stimuli (Gabor) and complex stimuli (faces).We found a clear learning transfer effect in the face-noise task following learning of face features. In contrast, we did not find transfer effect across the different noise tasks (from Gabor-noise to face-noise).These results extend previous findings regarding transfer of feature learning to noisy conditions using real-life stimuli.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3389/fcogn.2024.1336379
A. von Mühlenen, M. Conci
During visual search, the spatial configuration of the stimuli can be learned when the same displays are presented repeatedly, thereby guiding attention more efficiently to the target location (contextual cueing effect). This study investigated how the presence of a task-irrelevant object influences the contextual cueing effect. Experiment 1 used a standard T/L search task with “old” display configurations presented repeatedly among “new” displays. A green-filled square appeared at unoccupied locations within the search display. The results showed that the typical contextual cueing effect was strongly reduced when a square was added to the display. In Experiment 2, the contextual cueing effect was reinstated by simply including trials where the square could appear at an occupied location (i.e., underneath the search stimuli). Experiment 3 replicated the previous experiment, showing that the restored contextual cueing effect did not depend on whether the square was actually overlapping with a stimulus or not. The final two experiments introduced a display change in the last epoch. The results showed that the square does not only hinder the acquisition of contextual information but also its manifestation. These findings are discussed in terms of an account where effective contextual learning depends on whether the square is perceived as part of the search display or as part of the display background.
{"title":"The effect of task-irrelevant objects in spatial contextual cueing","authors":"A. von Mühlenen, M. Conci","doi":"10.3389/fcogn.2024.1336379","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1336379","url":null,"abstract":"During visual search, the spatial configuration of the stimuli can be learned when the same displays are presented repeatedly, thereby guiding attention more efficiently to the target location (contextual cueing effect). This study investigated how the presence of a task-irrelevant object influences the contextual cueing effect. Experiment 1 used a standard T/L search task with “old” display configurations presented repeatedly among “new” displays. A green-filled square appeared at unoccupied locations within the search display. The results showed that the typical contextual cueing effect was strongly reduced when a square was added to the display. In Experiment 2, the contextual cueing effect was reinstated by simply including trials where the square could appear at an occupied location (i.e., underneath the search stimuli). Experiment 3 replicated the previous experiment, showing that the restored contextual cueing effect did not depend on whether the square was actually overlapping with a stimulus or not. The final two experiments introduced a display change in the last epoch. The results showed that the square does not only hinder the acquisition of contextual information but also its manifestation. These findings are discussed in terms of an account where effective contextual learning depends on whether the square is perceived as part of the search display or as part of the display background.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3389/fcogn.2024.1356941
Giorgio Gronchi, Axel Perini
{"title":"Dual-process theories of thought as potential architectures for developing neuro-symbolic AI models","authors":"Giorgio Gronchi, Axel Perini","doi":"10.3389/fcogn.2024.1356941","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1356941","url":null,"abstract":"","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"106 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.3389/fcogn.2023.1326191
Troy M. Houser, Louisa Krantz, Dagmar Zeithamova
Generalization is fundamental to cognition. In acquired equivalence, two stimuli that share a common association become treated as equivalent, with information acquired about one stimulus generalizing to the other. Acquired equivalence has been thought to rely on integrating related memories as they are encoded, resulting in fast spontaneous generalization, but other studies suggested effortful on-demand recombination of initially separate memories at retrieval. Here, we tested whether the tendency to separate vs. integrate related information may depend on a methodological detail of a traditional acquired equivalence paradigm.Human participants underwent feedback-based learning of overlapping face-scene associations, choosing a correct scene for a face from two options on each trial. Foil (incorrect) scenes were controlled for half of the participants to ensure that they can only learn from corrective feedback. The other half had foils selected randomly on each trial, allowing statistical learning of face-scene co-occurrence to supplement feedback-based learning. We hypothesized that the opportunity for statistical learning would boost learning and generalization and facilitate memory integration.The opportunity for statistical learning increased associative learning and generalization. However, rather than integrated memories, generalization was increased through learning during test.The results indicate that the tendency for generalization in the acquired equivalence is rather small, with no evidence for integrative encoding irrespective of group. The results inform current debates regarding encoding-based vs. retrieval-based mechanisms of generalization. They also highlight how methodological details may alter performance and the involvement of cognitive processes that underlie it.
{"title":"Retrieval-based inference in the acquired equivalence paradigm","authors":"Troy M. Houser, Louisa Krantz, Dagmar Zeithamova","doi":"10.3389/fcogn.2023.1326191","DOIUrl":"https://doi.org/10.3389/fcogn.2023.1326191","url":null,"abstract":"Generalization is fundamental to cognition. In acquired equivalence, two stimuli that share a common association become treated as equivalent, with information acquired about one stimulus generalizing to the other. Acquired equivalence has been thought to rely on integrating related memories as they are encoded, resulting in fast spontaneous generalization, but other studies suggested effortful on-demand recombination of initially separate memories at retrieval. Here, we tested whether the tendency to separate vs. integrate related information may depend on a methodological detail of a traditional acquired equivalence paradigm.Human participants underwent feedback-based learning of overlapping face-scene associations, choosing a correct scene for a face from two options on each trial. Foil (incorrect) scenes were controlled for half of the participants to ensure that they can only learn from corrective feedback. The other half had foils selected randomly on each trial, allowing statistical learning of face-scene co-occurrence to supplement feedback-based learning. We hypothesized that the opportunity for statistical learning would boost learning and generalization and facilitate memory integration.The opportunity for statistical learning increased associative learning and generalization. However, rather than integrated memories, generalization was increased through learning during test.The results indicate that the tendency for generalization in the acquired equivalence is rather small, with no evidence for integrative encoding irrespective of group. The results inform current debates regarding encoding-based vs. retrieval-based mechanisms of generalization. They also highlight how methodological details may alter performance and the involvement of cognitive processes that underlie it.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":"66 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140085200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.3389/fcogn.2024.1323220
A. Proverbio, Giulia Arcuri, Marta Maria Pantaleo, A. Zani, Mirella Manfredi
In this study, we employed a combined electromagnetic recording technique, i.e., electroencephalogram (EEG)/event-related potentials (ERPs) plus standardized weighted low-resolution electromagnetic tomography (swLORETA), to investigate the neural mechanism subserving the orthographic processing of symbols in language and music. While much is known about word processing, the current literature remains inconclusive regarding music reading, as its mechanisms appear to be left lateralized in some cases (as suggested by music-alexia clinical case reports) and either right-sided or bilateral in others, depending on the study and the methodology used.In this study, 90 right-handed participants with varying musical abilities and sexes performed an attentional selection task that involved the recognition of target letters and musical notes, while their EEG signals were recorded from 128 sites.The occipito/temporal N170 component of ERPs (170–210 ms) was found strictly left-sided during letter selection and bilateral (with a right-hemispheric tendency) during note selection. Source reconstruction data indicated the preponderant engagement of the right posterior fusiform gyrus (BA19) for processing musical notes. Also involved were other brain regions belonging to the word reading circuit, including the left-sided visual word form area (VWFA) and frontal eye-fields (FEFs).This finding provides an explanation for the infrequent appearance of musical alexia cases (previously observed only in patients with left hemispheric lesions). It also suggests how musical literacy could be a rehabilitative and preventive factor for dyslexia, by promoting neuroplasticity and bilaterality in the reading areas.
{"title":"The key role of the right posterior fusiform gyrus in music reading: an electrical neuroimaging study on 90 readers","authors":"A. Proverbio, Giulia Arcuri, Marta Maria Pantaleo, A. Zani, Mirella Manfredi","doi":"10.3389/fcogn.2024.1323220","DOIUrl":"https://doi.org/10.3389/fcogn.2024.1323220","url":null,"abstract":"In this study, we employed a combined electromagnetic recording technique, i.e., electroencephalogram (EEG)/event-related potentials (ERPs) plus standardized weighted low-resolution electromagnetic tomography (swLORETA), to investigate the neural mechanism subserving the orthographic processing of symbols in language and music. While much is known about word processing, the current literature remains inconclusive regarding music reading, as its mechanisms appear to be left lateralized in some cases (as suggested by music-alexia clinical case reports) and either right-sided or bilateral in others, depending on the study and the methodology used.In this study, 90 right-handed participants with varying musical abilities and sexes performed an attentional selection task that involved the recognition of target letters and musical notes, while their EEG signals were recorded from 128 sites.The occipito/temporal N170 component of ERPs (170–210 ms) was found strictly left-sided during letter selection and bilateral (with a right-hemispheric tendency) during note selection. Source reconstruction data indicated the preponderant engagement of the right posterior fusiform gyrus (BA19) for processing musical notes. Also involved were other brain regions belonging to the word reading circuit, including the left-sided visual word form area (VWFA) and frontal eye-fields (FEFs).This finding provides an explanation for the infrequent appearance of musical alexia cases (previously observed only in patients with left hemispheric lesions). It also suggests how musical literacy could be a rehabilitative and preventive factor for dyslexia, by promoting neuroplasticity and bilaterality in the reading areas.","PeriodicalId":513511,"journal":{"name":"Frontiers in Cognition","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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