We investigated whether transient covert attention would differentially affect 'performance fields' (shape depicted by percent correct performance at particular locations in the visual field) for orientation discrimination, detection and localization tasks, while manipulating a number of visual factors. We found that although attention improved overall performance, it did not affect performance fields. Two patterns were observed regardless of the presence of a local post -mask, the stimulus orientation, or the task. A horizontal -vertical anisotropy (HVA) became more pronounced as spatial frequency, eccentricity and set size increased. A vertical meridian asymmetry (VMA) became more pronounced as spatial frequency and eccentricity increased. We conclude that performance fields are determined by visual, rather than by transient attentional, constraints.

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Directing covert attention to the target location enhances sensitivity, but it is not clear how this enhancement comes about. Knowing that a single spatial frequency channel mediates letter identification, we use the critical-band-masking paradigm to investigate whether covert attention affects the spatial frequency tuning of that channel. We find that directing attention to the target location halves threshold energy without affecting the channel's spatial frequency tuning.

Many biochemistry laboratory courses expose students to laboratory techniques through pre-determined experiments in which students follow stepwise protocols provided by the instructor. This approach fails to provide students with sufficient opportunities to practice experimental design and critical thinking. Ten inquiry modules were created for a one-semester undergraduate biochemistry laboratory course; these are freely available on the project website. A slightly modified version of the Experimental Design Ability Test (EDAT) was used to assess the impact of inquiry-based learning on student experimental design ability in four experimental (inquiry) and four control (cookbook) sections. EDAT is a published tool that has been validated for use in undergraduate populations. The results, measured by pre- and post-tests, showed a significant positive impact on the experimental design ability of students in sections that employed the inquiry approach, when compared to those in control sections that employed the cookbook approach. A follow-up conversation with students in a sequel course suggested that the inquiry-based approach also benefited students by promoting self-directed learning.