Higher education is a source of skill acquisition for many middle- and high-skilled jobs. But what specific skills do universities impart on students to prepare them for desirable careers? In this study, we analyze a large novel corpora of over one million syllabi from over eight hundred bachelors’ granting US educational institutions to connect material taught in higher education to the detailed work activities in the US economy as reported by the US Department of Labor. First, we show how differences in taught skills both within and between college majors correspond to earnings differences of recent graduates. Further, we use the co-occurrence of taught skills across all of academia to predict the skills that will be taught in a major moving forward. Our unified information system connecting workplace skills to the skills taught during higher education can improve the workforce development of high-skilled workers, inform educational programs of future trends, and enable employers to quantify the skills of potential workers.

Attention allows the listener to select relevant information from their environment, and disregard what is irrelevant. However, irrelevant stimuli sometimes manage to capture it and stand out from a scene because of bottom-up processes driven by salient stimuli. This attentional capture effect was observed using an implicit approach based on the additional singleton paradigm. In the auditory domain, it was shown that sound attributes such as intensity and frequency tend to capture attention during auditory search (cost to performance) for targets defined on a different dimension such as duration. In the present study, the authors examined whether a similar phenomenon occurs for attributes of timbre such as brightness (related to the spectral centroid) and roughness (related the amplitude modulation depth). More specifically, we revealed the relationship between the variations of these attributes and the magnitude of the attentional capture effect. In experiment 1, the occurrence of a brighter sound (higher spectral centroid) embedded in sequences of successive tones produced significant search costs. In experiments 2 and 3, different values of brightness and roughness confirmed that attention capture is monotonically driven by the sound features. In experiment 4, the effect was found to be symmetrical: positive or negative, the same difference in brightness had the same negative effect on performance. Experiment 5 suggested that the effect produced by the variations of the two attributes is additive. This work provides a methodology for quantifying the bottom-up component of attention and brings new insights on attention capture and auditory salience.