Research Methods in Cognitive Psychology - PDF

Research Methods in Cognitive Psychology Cognition Dr. Rowell Announcements Thesis students Educational data repository ZAPS presentation Any questions from reviewing instructions? Posting tomorrow Groups Sample presentations Will contact f...

Research Methods in Cognitive Psychology Cognition Dr. Rowell Announcements Thesis students Educational data repository ZAPS presentation Any questions from reviewing instructions? Posting tomorrow Groups Sample presentations Will contact first 2 groups about details Participation and group work What do you need to do for each of the following to go well: Class discussions Your group presentation Being audience members for other presentations Outline How do we answer questions? What do we measure and manipulate? Practice reading research What kinds of questions do we ask? How do we recognize things in our world? Is attention like a filter or a spotlight? Is what I remember real? How do I understand what you are saying to me? Is mental imagery like vision? Are humans rational decision-makers? How does creative thought happen? Research Methods: How do we answer questions? Invisible processes have visible consequences How do we answer questions? 1. Measure observable behavior 2. Make inferences about underlying cognitive processes Example: Stroop effect Identify the ink color as quickly as possible Observable behavior: People are slower for words than non-words and make errors consistent with the words Inference: Processes can become automatic (e.g., reading) and interfere with our ability to direct our attention toward a goal Example: Forgetting curve Read list of nonsense Repeat until Wait for a Relearn list syllables (e.g., memorized time period CAG, BEC) Observable behavior: Relearned faster with shorter wait times in the first two days (e.g., 20 min vs. 1 day), but not much difference later (e.g., 1 week vs. 1 month) Inference: Much forgetting happens in the first few days, after that it goes much more slowly Example: Cognitive maps Explore Training Test What is the observable behavior and what inference might you make from it? Example: Cognitive maps Explore Training Test Observable behavior: Go in the correct direction even when start in new location Inference: Not just learning a behavior (turn right), learned a mental map of the space What do we measure? Completeness What is noticed/remembered? Accuracy How accurate? What types of errors? Speed How many seconds to respond?  Example: Forgetting curve What do we manipulate? Different types of input Real words, images Different tasks Instruct to use a certain strategy Different contexts Motivate with money Different people Younger vs. older adults Use to make further inferences What do we measure? Completeness What is noticed/remembered? Accuracy How accurate? What types of errors? Speed How many seconds to respond? Brain Where is activity stronger? How does damage affect function? Brain basics review on Canvas Structures and functions Basic principles Review in Ch. 2 if needed Looking at brain activity Looking at brain activity Control groups reading: Why are control groups important? If I wanted to know what areas of the brain are involved in speech production, what are two tasks that I might compare to each other (i.e., a control condition and an experimental condition)? Looking at brain activity + bottle bottle A B C Why would it be a problem to just compare A to C? Looking at brain activity Front of brain Back of brain Control conditions Design of controls important in any experiments we look at, not just brain activity  Case studies of brain damage 1. What seems to be intact for him? 2. Where does it seem like he has disfunction? https://www.youtube.com/watch?v=dqBGzkz1oDU Case studies of brain damage Can still have careful experiments Comparisons to matched control participants Limitations Can have damage in multiple areas Compensation and other changes External validity Ethics Surgeries Consent Henry Molaison  What does the data in Practice reading research table 1 show? Face recognition study What does the data in Showed people a series of pictures (a few types, including faces) figure 1 show? Sometimes pictures were upright and sometimes inverted Then tested on pairs: 1 old and 1 new, correct if chose the old one Figure 1 Mean errors, Exp. 3 3 2 1 0 Faces Faceless figures Upright Inverted  Practice reading research Factorial designs and looking for interactions is common Figure 1 Mean errors, Exp. 3 Does the effect of one variable on the DV depend on another variable? 3 Example: 2 Does the effect of inversion depend on what type of picture you look at? 1 When looking at faces, people made more errors if they were inverted. When looking 0 at faceless figures that was also the case, Faces Faceless figures but the difference between upright and Upright Inverted inverted was much smaller.  Try to describe each interaction Practice reading research One approach: 1. Look at one level of IV1, explain what’s happening with IV2 2. Look at next level of IV1, explain what’s happening with IV2 Mean errors Mean errors Mean errors 3 1.5 Upright Inverted 1 2 Faces 1.25.75 0.5 1 0 Faceless 2.0.5 0 Faces Faceless figures Upright Inverted figures Faces Faceless figures Upright Inverted Up next Reflect: Name What is one key takeaway from today’s class? Tuesday Visual perception Methods reading: The proper N Thursday Visual perception ZAPS: Ponzo Illusion  Sit with presentation group: Visual search (1/23) Surina, Calyssa Selective attention (1/28) Ria, Alex, Rachel Serial position effect (2/13) Crina, Tatyanna Visual Perception 1 Encoding specificity (2/25) Tahchur, Aiden False Memory (3/11) Cognition Maria, Emari Semantic priming (3/27) Dr. Rowell Mackenzie, Angelina Mental rotation (4/3) Spencer, Yujin, Jenna Decision making (4/8) Jazmin, Gabriella? Presentation groups Exchange contact information Note when your draft is due (see assignment page on Canvas, mostly 1 week ahead but a few are different) Decide with group: When you will decide which readings each person is doing When you will next communicate with each other Review our participation and group work guidelines Any questions for me? Announcements Exam 1 page “The term ‘cognition’ refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used.”  We use sensory information coming from the world Touch/pressure/temperature: Stimulus on skin Smell: Molecules dissolved Vision: Light waves in nose mucous Taste: Molecules Hearing: Sound waves dissolved onto tongue  We use sensory information coming from the world Touch/pressure/temperature: Stimulus on skin Smell: Molecules dissolved Vision: Light waves in nose mucous Taste: Molecules Hearing: Sound waves dissolved onto tongue Outline Why visual perception is hard: 2 problems to solve 1st problem: 3 solutions our mind uses Perception is hard Perception is hard Main problems: 1. Too much information, and each piece tells you very little Problem #1 Color Brightness & intensity  Input we receive (sort of, this is computer version) Problem #1 333322221111112677777666665666 333222221111111477777666656655 333322221111111277777775565555 333222221111111267777777655555 What we perceive 333222221111111147777777655666 233332221111223555777766666666 113322221113334754677776666666 111332222124455544235776666666 111133222345555533352233332221 111113224455544443322111111111 111111344555433433332111111111 111111254444533323232111111111 111111244544433433322111111111 111111354444333432322111111111 111111355444445222322211111111 111111265655554344333222111111 111111355555453544455334322222 111111255555654654565454111222 111111255555555565666662110000 111111265555655566665662111000 111111356545655666665653111111 111112345556755566645656311101 111112335667766666655666531110 111113335666766665765665431111 111123345567765665666665211111 111233345677765664566542111111 111333345566665652233211111111 112333345566654752222211111111 113333455665655652222211111111 123333555675644541222111111111 233334555555533532222111111111 333333445433433322222111111111 333333333233332222222111111111 333333333333322221121111111111 333333333323322111111111111111 333333333323322111111111111111 333333223223222112221111111111 433333332222222212222111111111 433333332222222111221111111111 533333333222322211222211122122 https://www.dcode.fr/digits-image Problem #1 Input we receive What we perceive (sort of, this is computer version) Image from: https://www.kdnuggets.com/2020/01/convert- picture-numbers.html Problem #1 Brightness Color Objects Sizes Shapes Distances Textures Movement Perception is hard Main problems: 1. Too much information, and each piece tells you very little 2. The information we receive is often ambiguous  Problem #2 Shape/orientation  Problem #2 Shape/orientation Size/distance  Problem #2 Shape/orientation Size/distance Color/lighting  Problem #2 Shape/orientation Size/distance Color/lighting Objects are embedded in complex scenes Methods: The proper N Some perception studies have very small samples. Why might this be ok? Research Methods review: How might having many trials for each individual be helpful? Problem # 1 Too much information, and each piece tells you very little Solution 1: Edge detection Solution 2: Parallel processing Solution 3: Binding What is an edge? 333322221111112677777666665666 333222221111111477777666656655 333322221111111277777775565555 333222221111111267777777655555 333222221111111147777777655666 233332221111223555777766666666 A sudden discontinuity in intensity 113322221113334754677776666666 111332222124455544235776666666 111133222345555533352233332221 111113224455544443322111111111 111111344555433433332111111111 111111254444533323232111111111 111111244544433433322111111111 111111354444333432322111111111 111111355444445222322211111111 111111265655554344333222111111 111111355555453544455334322222 111111255555654654565454111222 111111255555555565666662110000 111111265555655566665662111000 111111356545655666665653111111 111112345556755566645656311101 111112335667766666655666531110 111113335666766665765665431111 111123345567765665666665211111 111233345677765664566542111111 111333345566665652233211111111 112333345566654752222211111111 113333455665655652222211111111 123333555675644541222111111111 233334555555533532222111111111 333333445433433322222111111111 333333333233332222222111111111 333333333333322221121111111111 333333333323322111111111111111 333333333323322111111111111111 333333223223222112221111111111 433333332222222212222111111111 433333332222222111221111111111 533333333222322211222211122122 Why do edges help solve the problem? Often show object boundaries Why do edges help solve the problem? Still present when lighting conditions change How do we detect edges? Before the brain In the visual cortex Vision basics Photoreceptors in the retina: Rods Cones Sensitive to brightness Sensitive to color Lower acuity Higher acuity Lateral inhibition illusion Lateral inhibition When a rod is stimulated, other cells help it inhibit neighboring rods Lateral inhibition When a rod is stimulated, other cells help it inhibit neighboring rods Lateral inhibition illusion How can lateral inhibition create this illusion? How do we detect edges? Before the brain In the visual cortex Vision basics Visual cortex in Occipital lobe Edges in the cortex Individual neurons respond selectively to different orientations Receptive fields Information in the visual world to which a cell in the visual cortex responds Single-cell recording in animals Firing rate higher the more similar input is to receptive field Receptive fields Orientation Angles Motion and direction Problem # 1 Too much information, and each piece tells you very little Solution 1: Edge detection Review: How do these edge detection processes help solve Problem #1? Problem # 1 Too much information, and each piece tells you very little Solution 1: Edge detection Solution 2: Parallel processing Parallel processing Different brain areas process different features at the same time Parallel processing Fast and efficient Systems can help each other https://michaelbach.de/ot/cog-hiddenBird/index.html  Case study 1. What seems to be intact for him? 2. Where does it seem like he has impairment? https://www.youtube.com/watch?v=ze8VVtBgK7A Visual agnosia Impaired recognition of visually presented objects Many types Case study Impairment: Object recognition Recognizing words and written music notes Intact: Photoreceptors (color, brightness) Basic perception (form, color) Object location Face recognition Parallel processing Basic vision (color, form, movement) Occipital What pathway Temporal Damage: visual agnosia Where pathway Parietal Problem # 1 Too much information, and each piece tells you very little Solution 1: Edge detection Solution 2: Parallel processing Solution 3: Binding Binding With parallel processing, how do we put it back together? Binding Spatial position Binding Spatial position Neural synchrony Simultaneous firing of neurons in different areas of brain https://mind.ilstu.edu/curriculum/neural_synchrony/neural_synchrony.html Binding Spatial position Neural synchrony Attention Problem # 1 Too much information, and each piece tells you very little Solution 1: Edge detection Solution 2: Parallel processing Perception is hard Main problems: 1. Too much information, and each piece tells you very little 2. The information we receive is often ambiguous – Next class Before you go… Reflection: Your name What was one key point about how our visual system solves problem #1? (Too much information, and each piece tells you very little) Thursday: Visual perception 2 Ponzo illusion ZAPS Object recognition Cognition Dr. Rowell Announcements Test yourself questions updated on Canvas Review What is the difference between bottom-up and top-down processing? What is an example of a monocular depth cue? What is an example of a Gestalt principle? What do those things have to do with solving Problem #2 in visual perception? Object recognition Feature detection theories Object recognition begins with identifying individual features Bottom-up processing Hierarchy of detectors 1. Input “activates” detectors 2. Activation of certain features partly activates detectors at next level 3. If enough, detector activates 4. Continues up through levels Building up to 3D recognition Representation of the complete, recognized object Spatial relations of geons Geon detectors Feature detectors (e.g., lines, curves) Feature detection theories Object recognition begins with identifying individual features Bottom-up processing Hierarchy of detectors Evidence: Receptive fields of neurons in visual cortex Case studies of visual agnosia Review: What are receptive fields? Case study: Visual agnosia Some types cannot organize elements Evidence of hierarchy of detectors Try to identify the object that appears in the circle. Better at identifying the object when the scene makes sense Can’t be bottom-up processes only Top-down processing It’s a sidewalk next to a street in a city Priming = start “Primed” for mailbox, light post, etc. partly activated Spatial relations of geons Geon detectors Feature detectors Top-down processes: Context Oliva & Torralba, 2007 Top-down processes: Context Ambiguous same blob, different contexts Oliva & Torralba, 2007 Object recognition summary How are both bottom-up and top- down processes helping you identify objects in this scene? Face recognition “All faces are essentially an oval-shaped structure that contains two blobs above an inverted triangle above another blob” – Rezlescu et al., 2017 Case study: Visual agnosia Impairment: Object recognition Intact: Face recognition https://www.youtube.com/watch?v=ze8VVtBgK7A  Case study: Prosopagnosia How is this case different from the other case of visual agnosia? https://www.youtube.com/watch?v=3-MzNPcEh6M Case study: Prosopagnosia Impairment Recognizing faces Intact Vision Feature recognition Identifying by voice etc. Object recognition & the brain Review: Which pathway is involved in identifying objects? Object recognition & the brain Review: Which pathway is involved in identifying objects? Case study: Prosopagnosia Temporal lobe, “what” pathway Fusiform face area Face Face “Super-recognizers” Very accurate face recognition No other perceptual or memory advantages ZAPS: Face perception Inversion effect: It’s more difficult to recognize upside down faces Face perception results Error rate (%) Normal Inverted trials trials Class results (n=19) 9.0 24.0 Reference results 3.0 10.0  Face perception method Face pictures One Block: House pictures Airplane drawings Stick figure actions (“men in motion”) Test: 40 items 24 pairs 3 sec 1 old, 1 new 4 total: 2 right side up, 2 upside down Methods reading: Why did some people do right side up first and some people do right side up second? (Yin, 1969)  Face perception results Faces: Difference of upright vs. inverted large Others: Difference same direction, but smaller Faces from best to worst! (Yin, 1969)  Other race effect: method Adults 3 groups: Adoptees: Korean origin, adopted to French Shown very quickly Decide which it was Caucasian families between age 3-9 French: Caucasian, lived in France since birth Koreans: Korean, living in France for past few months to 10 years Shown Caucasian and Japanese faces (Sangrigoli et al., 2005) Other race effect: results Recognition better for faces they had grown up around Koreans in France longer were same as new arrivals Experience influences Sensitive period? (Sangrigoli et al., 2005) References Yin, R. K. (1969). Looking at upside-down faces. Journal of experimental psychology, 81(1), 141. Sangrigoli, S., Pallier, C., Argenti, A. M., Ventureyra, V. A., & de Schonen, S. (2005). Reversibility of the other-race effect in face recognition during childhood. Psychological Science, 16(6), 440-444. Face perception discussion Why might human faces be a unique and important type of stimulus for humans to learn to recognize? What is a connection between this research and things you’ve learned in other psychology classes? Faces are processed holistically Overall configuration rather than an assemblage of parts Faces are processed holistically Faces are processed holistically  Faces are processed holistically Some evidence: Inversion Part-whole Composite Neuro effects effects effects evidence Which nose is Joe’s? Who is top half? Which nose is Fusiform face area Joe’s? responds more to faces than other stimuli Ongoing debate: How special are faces? Holistic just for faces? Or other situations where: Identify specific individuals Within a category of highly similar individuals That you have a lot of experience with Ongoing debate: How special are faces? Holistic just for faces? Or other situations where: Identify specific individuals Within a category of highly similar individuals That you have a lot of experience with Prosopagnosia sometimes comes with other specific recognition problems Ongoing debate: How special are faces? Holistic just for faces? Or other situations where: Identify specific individuals Within a category of highly similar individuals That you have a lot of experience with Mean % signal change Face recognition summary What is a piece of evidence that faces are treated as a “special” type of stimulus by our mind? Before you go… Thursday Attention ZAPS: Visual search Sunday Remember to submit worksheets Quiz Chapter 3 reflections (if you are doing any – chapter 3 ACPR, ZAPS ponzo illusion) Objects recognition & Attention 1 Cognition Dr. Rowell Announcements Outline Face perception (finish) Introduction to attention ZAPS – visual search Intro to next class (if time) Review How do both bottom up and top down processes contribute to object recognition? Faces are processed holistically Overall configuration rather than an assemblage of parts Faces are processed holistically Faces are processed holistically  Faces are processed holistically Some evidence: Inversion Part-whole Composite Neuro effects effects effects evidence Review: What did you learn about these last class?  Faces are processed holistically Some evidence: Inversion Part-whole Composite Neuro effects effects effects evidence Which nose is Joe’s? Who is top half? Which Fusiform face area responds nose is more to faces than other stimuli Joe’s? + prosopagnosia feature recognition intact Ongoing debate: How special are faces? Holistic just for faces? Or other situations where: Identify specific individuals Within a category of highly similar individuals That you have a lot of experience with Ongoing debate: How special are faces? Holistic just for faces? Or other situations where: Identify specific individuals Within a category of highly similar individuals That you have a lot of experience with Prosopagnosia sometimes comes with other specific recognition problems Ongoing debate: How special are faces? Holistic just for faces? Or other situations where: Identify specific individuals Within a category of highly similar individuals That you have a lot of experience with Mean % signal change Face recognition summary What is a piece of evidence that faces are treated as a “special” type of stimulus by our mind? Attention Blah blah blah How do we focus on one thing among many distractions? How much of what goes on around us do we miss? Can we attend to more than one thing at a time? Attention Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. ~William James (1890) Attention It isn’t a single process or ability It brings things into conscious awareness to be further processed It involves limited resources Look at plus sign Then you’ll see a grid of numbers and letters Then there will be a blank grid, when you see that, write down as many things that you saw as possible in any order A 3 X B 7 D 9 Q O P N E + G 9 W X Q P 4 0 2 N 9 Z G 9 W X Q P 4 0 2 N 9 Z Same thing, except that when you see the blank grid, it will have a > sign to indicate which row you should try to write down. + L R 3 U Y 8 F 2 C 1 D 6 > Partial vs. whole report We perceive more than we can pay attention to Not everything is brought to conscious awareness (Sperling, 1960) Attention It isn’t a single process or ability It brings things into conscious awareness to be further processed It involves limited resources Selective Attention Focusing on one thing while ignoring others How does attention select what reaches conscious awareness? Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter Attention as glue Binding features in visual perception Different brain areas process different visual features Attention helps bind the features together ZAPS: Visual search See group’s slides ZAPS: Visual Search discussion How does this show evidence for what kinds of information we can process in parallel and what kinds we process serially? Why do you think it is possible to have illusory conjunctions across modalities? Attention as glue Feature integration theory Visual attention can be spread broadly or focused narrowly Broad: parallel, fast, features not bound Narrow: serial, slow, features bound Evidence from feature vs. conjunction search tasks Array size Illusory conjunctions Balint’s syndrome Case study: Balint’s Syndrome 1. What seems to be intact for him? 2. Where does it seem like he might be having impairments? https://www.youtube.com/watch?v=4odhSq46vtU Case study: Balint’s Syndrome Damage in parietal lobe Intact: Vision Object naming Impairment: Spatial attention w/ more than one object at a time Feature binding Case study: Balint’s Syndrome Make more illusory conjunctions Stimuli seen Illusory Conjunction Robertson et al. (1997) How does attention select what reaches conscious awareness? Next class: Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter https://www.youtube.com/watch?v=v3iPrBrGSJM Selective Attention Focusing on one thing while ignoring others Inattentional Blindness Failure to “see” a prominent stimulus or detect changes in a scene, despite looking right at it Look: Dot in middle Attend: Cross -- vertical or horizontal longer? Inattentional Blindness Before you go… Sunday Quiz Ch 3 reflections (if doing any) Tuesday ZAPS: Selective Attention Thursday Methods reading Do short demo before class Attention 2 Cognition Dr. Rowell Valentine's Grams: Greetings & Goodies! Thrive, CAPS, and Campus Life are sponsoring Valentine's Grams again this year! Send greetings and goodies to your FAU Jupiter friends! Complete the Form by Clicking Here: Fill out the form with the necessary details to create a personalized greeting for your friend. Remember to keep it fun and respectful, as we aim to spread positivity and cheer. Due by 5pm Friday, February 7. Outline Selective attention & priming ZAPS – selective attention Attention as spotlight Attention as object selector Review In what ways does attention act like glue? How does research on feature vs. conjunction searches support the idea of attention acting like glue? Based on evidence from Balint’s syndrome, what area of the brain is linked with attention acting like glue? https://www.youtube.com/watch?v=v3iPrBrGSJM Selective Attention Focusing on one thing while ignoring others Inattentional Blindness Failure to “see” a prominent stimulus, despite looking right at it Look: Dot in middle Attend: Cross -- vertical or horizontal longer?  What are some other Inattentional Blindness examples from everyday life? How does attention select what reaches conscious awareness? Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter  Review: How is this similar to Priming processes we discussed in object recognition? Receive input from everything -- attended and distractors Priming = partially activate so more sensitive to expected/desired More sensitive to one thing = Relatively less sensitive to others ZAPS Presentation: Selective Attention ZAPS discussion: Selective Attention How are these research studies examples of priming in attention? Why is inattentional blindness in some ways a good thing? And why might it be helpful that some things in the environment can override this, like the leaping gorilla? Priming Primed based on High-frequency = exposed to a lot (e.g., your name) Jake… Priming Primed based on Saliency = distinctive, stands out Exogenous: Attention controlled by stimulus Priming Primed based on Saliency (e.g., movement, blinking) Exogenous: Attention controlled by stimulus Priming Primed based on Expectations = prior knowledge and goals Endogenous: Attention controlled by you Priming Receive all input, but only primed for some Based on: High-frequency Saliency Expectations Cost because of limited capacity Think back to the Card Trick video, how do you think these ideas of priming can be demonstrated in that example? How does attention select what reaches conscious awareness? Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter Attention as a spotlight Priming attention for a particular area of space Attention as a spotlight Evidence from spatial cuing (like ZAPS) Case study: Unilateral neglect 1. What seems to be intact for her? 2. Where does it seem like she might be having impairments? https://youtu.be/ADchGO-0kGo?feature=shared&t=49 Case study: Unilateral neglect Right parietal lobe “Where” pathway Impaired attention to left visual field Intact right visual field https://youtu.be/ADchGO-0kGo?feature=shared&t=49 Case study: Unilateral neglect Right parietal lobe “Where” pathway Impaired attention to left visual field Intact right visual field Case study: Unilateral neglect Right parietal lobe “Where” pathway Impaired attention to left visual field Intact right visual field How is this similar and different from Balint’s syndrome? Attention as a spotlight Case study: Unilateral neglect Based on what you saw in the video, what do you think will happen? Case study: Unilateral neglect Attention moves with object How does attention select what reaches conscious awareness? Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter Attention as an object selector In the following slides, try to remember the words that are written in RED ink, and ignore other words crown head above hero slope Crime Crown Country Head Hold Hate About Allow Arbor Peace People Paper Attention as both a spotlight and object selector Selective attention Focusing on one stimulus/task while ignoring others Promoting desired input Inhibiting undesired input Filter Spotlight Next Class Object selector Reflect What is something about attention so far that is confusing or less clear to you? Before you go… Thursday Attention Methods reading Do short demo before class Attention 3 Cognition Dr. Rowell Outline Attention as object selector Attention as filter Divided attention Review How does priming both help attention and have costs? What were some examples we saw of priming last class? How do cases of unilateral neglect show evidence for attention acting like a spotlight? Attention as a spotlight What happens? Case study: Unilateral neglect Based on what you saw in the video last time, what do you think will happen? Case study: Unilateral neglect Attention moves with object How does attention select what reaches conscious awareness? Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter Attention as an object selector In the following slides, try to remember the words that are written in RED ink, and ignore other words crown head above hero Now you’ll take a test, from each of the sets of 3 words choose which one you were shown before Crime Crown Country Peace People Paper Head Hold Hate About Allow Arbor crown head crown head Attention as an object selector Evidence: Unilateral neglect case studies Experiments with overlapping stimuli Attention as both a spotlight and object selector Priming important for both How does attention select what reaches conscious awareness? Attention as glue Attention as a spotlight Attention as an object selector Attention as a filter Selective attention Focusing on one thing while ignoring others Promoting desired input Inhibiting undesired input Filter Spotlight Object selector Attention as a filter Inhibit distracting input to prevent it entering consciousness Inattentional Blindness Failure to “see” a prominent stimulus, despite looking right at it Not just vision, can happen with any sensory input Partly priming desired, partly inhibiting undesired Look: Dot in middle Attend: Cross -- vertical or horizontal longer? Inhibiting a distractor: When is it blocked? Early filter Environment Processing Processing Awareness physical meaning characteristics Environment Processing Processing Awareness physical meaning characteristics Late filter Method: Dichotic listening task Unattended Attended Inattentional blindness: In the demo for today, did you notice the gorilla? https://www.youtube.com/watch?v=zGKADgFCoeU Early selection evidence Typically can’t report meaning Can report physical characteristics (e.g., speech vs. music, loud vs. soft, Unattended Attended low vs. high pitch) Late selection evidence Sometimes meaning gets through Jake… Joan Late selection evidence Unattended ear Attended ear “Many orchestral instruments, for “If you’re creaming example, sugar, it’s a butter and piccolos, good idea to use a clarinets, and tubas seldom play solos.” low mixer speed.” “If you’re creaming butter and sugar, it’s a good... seldom play solos.  Inhibiting a distractor: When is it blocked? Early filter Environment Processing Processing Awareness physical meaning characteristics Both early and late selection occur Environment Processing Processing Awareness physical meaning characteristics Late filter Inhibiting a distractor: When is it blocked? Both early and late selection, depending on task difficulty, your capacity, and stimulus features Joan  Reflection: Name Selective attention What is something about attention so far that is confusing or less clear to you? Focusing on one thing while ignoring others Binding features Promoting desired input Inhibiting undesired input Filter Spotlight Early Late (Physical) (Meaning) Object selector Divided attention Performing multiple tasks simultaneously Divided attention and driving Naturalistic Driving Study Video recorders in cars Accident risk is 4X higher when using a cell phone Methods: The Power of Random Assignment What could be some confounds (third-variables)? Don’t choose the confound mentioned in the reading How does random assignment help? Divided attention and driving Simulated driving Random assignment Hands free cell phone more errors than no cell phone Cell phone group less aware of errors (Sanbonmatsu et al., 2016) When can we do multiple things at once? Can you think of an example where you can do two things at once without any detriment to how well or fast you do them? Some cognitive resources are specific Asked to attend to BOTH But some are general  A general resource: Executive function Processes that allow you to control thoughts and actions to Prefrontal cortex pursue goals Limited to one task at a time Multitasking requires task switching Example: Specific and general resources Assuming their judgment of their ability is accurate, why might there be variability? When can we do multiple things at once? Automaticity: well practiced and requires little or no executive function https://www.youtube.com/watch?v=4x_Hd6jzxbQ Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible  Automatic vs. controlled processes Prefrontal cortex Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible + other tasks Can we “train” attention more generally? Open question Examples: Meditation Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible  On the next slide, you will see a series of words. Try to name the color of the ink in which each word is printed. Do not read the word itself. Only name the color of the print. Check the timer when you are done and write down your time. Green Automaticity: Stroop interference Reading is automatic Word interferes with naming ink color Automaticity: Stroop interference https://youtu.be/rdFz3yvZfdQ?feature=shared&t=315 Divided attention: Summary Performing multiple tasks simultaneously Performance depends on specific & general resource usage Executive function can support only one task at a time Practice creates automaticity, which decreases resource usage But automaticity is not flexible and happens without intention Before you go… Sunday Quiz Ch. 4 reflections (if doing any) Next week Tuesday: Divided attention (continued) + Applications Thursday: Review Attention 4 Cognition Dr. Rowell Announcements Exam in 1 week Office hours Tuesday & Wednesday 1:30-3:00pm Other availability: https://dr-rowell.youcanbook.me/ Outline Divided attention Review Applications of attention research Divided attention Performing multiple tasks simultaneously Review Last time we talked about the difference between specific and general attentional resources. What is experimental evidence for each? Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible  A general resource: Executive function Processes that allow you to control thoughts and actions to Prefrontal cortex pursue goals Limited to one task at a time Multitasking requires task switching  Automatic vs. controlled processes Prefrontal cortex Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible + other tasks Divided attention examples (“multitasking”) Divided attention examples (“multitasking”) Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible Divided attention examples (“multitasking”) Can we “train” attention more generally? Can train specific tasks, but general training is an open question Examples: Meditation – some evidence, but more research needed (Verhaeghen, 2021) Automatic vs. controlled processes Automatic Controlled Little or no attention resources Higher attention resources With or without intention Occurs only with intention Can happen w/o awareness Only with awareness Lacks flexibility Flexible  On the next slide, you will see a series of words. Try to name the color of the ink in which each word is printed. Do not read the word itself. Only name the color of the print. Check the timer when you are done and write down your time. Green Automaticity: Stroop interference Reading is automatic Word interferes with naming ink color Automaticity: Stroop interference https://youtu.be/rdFz3yvZfdQ?feature=shared&t=315 Divided attention: Summary Performing multiple tasks simultaneously Performance depends on specific & general resource usage Executive function can support only one task at a time Practice creates automaticity, which decreases resource usage But automaticity is not flexible and can happen without awareness or intention Review - Attention Most common from last time Attention as glue Attention as filter Other things Will try to review next class, but also office hours today/tomorrow Attention as glue Feature integration theory Visual attention can be spread broadly or focused narrowly Broad: parallel, fast, features not bound (no “glue”) Narrow: serial, slow, features bound (“glued”) Feature vs. conjunction search Feature: Anything green? Don’t need glue, can focus broadly, so process in parallel Conjunction: Green T? Need glue, focus narrowly on each item, so process serially Illusory conjunctions Stimuli seen Illusory Conjunction Illusory conjunctions Feature integration theory Features processed separately and attention needed to combine If attention not focused narrowly enough on that item, might combine wrong Stimuli seen Illusory Conjunction Illusory conjunctions Across sensory modalities Example: Report seeing Lego texture Attention as glue Explain to partner, partner listens and then corrects or adds info Attention as filter Inhibiting distractors  Inhibiting a distractor: When is it blocked? Early filter Environment Processing Awareness physical (Continue To what processing, extent do characteristics including meaning) we process information outside Environment conscious awareness? Processing Processing Awareness physical meaning (continue processing) characteristics Late filter Early selection evidence Typically can’t report meaning Can report physical characteristics (e.g., speech vs. music, loud vs. soft, Unattended Attended low vs. high pitch) Late selection evidence Unattended ear Attended ear “Many orchestral instruments, for “If you’re creaming example, sugar, it’s a butter and piccolos, good idea to use a clarinets, and tubas seldom play solos.” low mixer speed.” “If you’re creaming butter and sugar, it’s a good... seldom play solos. Inhibiting a distractor: When is it blocked? Both early and late selection, depending on task difficulty, your capacity, and stimulus features Inhibiting a distractor: When is it blocked? Two word lists, all in both ears “Physical” “Meaning” Repeat what the OR Repeat words male voice says related to teaching + Secondary Task Press button as fast as possible when light appears Johnson & Heinz (1978)  Can use late filter, but requires more resources. When resources already being used, more likely just early filter 490 RT on Secondary Task Primary task type 470 Physical Meaning (ms) 450 430 410 Johnson & Heinz (1978)  Inhibiting a distractor: When is it blocked? Early filter Environment A lot of the time probably doing this, Processing Awareness mind busy with other physical (Continue processing, things → characteristics including meaning) Environment But our mind can do this if enough resources → Processing Processing Awareness physical meaning (continue + with priming some things processing) require less resources to be characteristics processed Late filter Attention as filter Explain to partner, partner listens and then corrects or adds info Swap roles from earlier Attention: Applications Education Advertising User design Safety Education: ADHD Key feature: Difficulty directing and sustaining attention on desired task Complex: Attention is not one thing One theory: Executive function issues Inhibitory control (filter analogy) Ritalin to stimulate PFC Environmental changes to limit distractions  Advertising and user design Priming User design: Location expectations Advertising: Saliency Safety General resources idea Even “hands free” is problematic Safety General resources idea Driving & aging Fit2Drive calculator includes EF https://www.fau.edu/newsdesk/articles/fit2drive-calculator.php Reflection What is one other example that you can think of for how attention research can apply to everyday situations or practical problems? More review (if time) Before you go… Thursday Review Sunday Quiz Ch. 5 reflections (if doing) Reminder: Need to do 1 ACPR reflection before exam, so if you haven’t done any yet then you should do one for Ch. 5 Attention & Review Cognition Dr. Rowell Announcements Extra credit – research participation We are conducting a research study about how emotions influence the recall and use of autobiographical memories. Participants will be asked to recall two memories of times when they watched a horror film or TV show. Overall, they will be completing one 20-30 minute online questionnaire. Participants must be 18 years or older. To participate, please visit the following link: https://fau.az1.qualtrics.com/jfe/form/SV_b89lYAEXvLRD286 Announcements Tuesday: Exam 1 SR 278 – computer lab Exam will be on Canvas using the lab computers Bring phone for 2-factor authentication Make sure you know your password ☺ Bring pen/pencil in case want to use scrap paper *students taking the exam with SAS should go there instead Outline Applications of attention research Review Attention: Applications Education Advertising User design Safety Education: ADHD Key feature: Difficulty directing and sustaining attention on desired task Complex: Attention is not one thing One theory: Executive function issues Inhibitory or attentional control (filter analogy) Ritalin to stimulate PFC Environmental changes to limit distractions  Advertising and user design Priming User design: Location expectations Advertising: Saliency Safety General resources idea Even “hands free” is problematic Safety General resources idea Driving & aging Fit2Drive calculator includes EF https://www.fau.edu/newsdesk/articles/fit2drive-calculator.php Safety Air traffic controllers Task analysis Practice & training (automatic/controlled processes) Individual differences and job selection Review Spotlight, object selector, priming Test yourself group activity Case study: Unilateral neglect How evidence for both? Spotlight: Can’t attend to left visual field Object selector: Attention moves with object Priming Receive input from everything -- attended and distractors Priming = partially activate so more sensitive to expected/desired More sensitive to one thing = Relatively less sensitive to others How relates to spotlight? Different or same thing? Priming part of filter too? (less activation of distractors?) ZAPS - priming ZAPS - priming ZAPS - priming Group activity 1. Starting groups 2. Group mix-up Look at your assigned questions Each person should pick 1 question Go through your notes with the from their list to start with group to review Test the rest of the group on that Prepare to teach people from other question groups Give them feedback on whether Ask me for help they are correct and whether they missed something important Ask me for help *I’m not sure if you’ll have time for all the questions, do what you can If time, each person pick another question and repeat process Before you go… Sunday Quiz Ch. 5 reflections (if doing) Reminder: Need to do 1 ACPR reflection before exam, so if you haven’t done any yet then you should do one for Ch. 5 + if you did your ZAPS presentation you need to submit a reflection for that