Both the sudden appearance of an object and sudden changes in existing object features influence priority in visual search. However, direct comparisons of these influences have not been made under controlled conditions. In 5 visual search experiments, new object onsets were compared directly with changes in the luminance of old objects. Factors included the luminance contrast of items against the background, the magnitude of luminance change, and the probability that these changes were associated with the target item. New objects were consistently more effective in guiding search, such that a new item with very low luminance contrast was equivalent to an old item undergoing a large change in luminance. An important exception was an old item changing in contrast and polarity, which was as effective as the appearance of a new object. This indicates that search priority is biased toward object rather than situational changes.

This study tested whether multiple-object tracking-the ability to visually index objects on the basis of their spatiotemporal history-is scene based or image based. Initial experiments showed equivalent tracking accuracy for objects in 2-D and 3-D motion. Subsequent experiments manipulated the speeds of objects independent of the speed of the scene as a whole. Results showed that tracking accuracy was influenced by object speed but not by scene speed. This held true whether the scene underwent translation, zoom, rotation, or even combinations of all 3 motions. A final series of experiments interfered with observers' ability to see a coherent scene by moving objects at different speeds from one another and by distorting the perception of 3-D space. These reductions in scene coherence led to reduced tracking accuracy, confirming that tracking is accomplished using a scene-based, or allocentric, frame of reference.

Observers can mislocalize a tactile target delivered to an unseen hand if a visible rubber glove is positioned next to a pair of distractor lights that flash in correlation with the tactile target (Pavani, Spence, & Driver, 2000). In the present study, we explored visual, tactile, and postural factors that influence this fake hand effect. Comparison with baseline conditions revealed that the fake hand effect was larger than a general spatial congruity effect but weaker than the effect obtained when tactile and visual stimuli were actually in the same locations (Experiment 1). Surprisingly, the effect did not depend on direct vision of the fake hand (Experiments 1 and 2), nor was it enhanced by congruent tactile information (Experiment 3). However, the fake hand effect was sensitive to the postural compatibility of the real and the fake hands (Experiment 4). These findings indicate that the available sensory information is used flexibly to incorporate the rubber glove into the body schema.

Sensitivity to a scene change during a brief interruption depends critically on a match between what the observer expects to see and the kind of change that occurs (Austen & Enns, 2000). The present study tested the generality of this conclusion using human faces, which are both socially more relevant and perceptually more configural than the compound letters tested previously. An experiment using the flicker technique examined sensitivity to two types of change: facial identity and emotional expression. Change detection was assessed when attention was either focused or distributed, the change was either expected or unexpected, and the faces were either upright or inverted. The main finding was that detection was expectation-dependent, even when only a single upright face was presented. Secondary findings with regard to attentional distribution and face inversion confirmed that observers were indeed engaged in face processing. We conclude that observer expectations critically influence the perception of single and fully attended human faces.

Objective Mental illness is a common medical condition to onset during adolescence. Young people who leave for postsecondary life are at an especially challenging period of lifetime when many will leave home and familiar environments for prolonged periods of time. These new circumstances may put young people at risk of developing mental health problems or disorders or exacerbate existing mental disorders. Alternatively, some young people may misinterpret the normal negative emotional states occurring as a result of these new challenges as a mental disorder requiring professional intervention. We conducted a quasiexperimental cohort study to investigate the effectiveness of a mental health literacy intervention Transitions with blended life skills to address these challenges for first-year postsecondary students. Methods Students ( n = 2,397) from five Canadian postsecondary institutions were assigned to the intervention or the control group and were administered a survey at baseline, postintervention, and at 2-month follow-up (September 2017 to February 2018). We applied generalized linear mixed effects (PROC Mixed procedure) to test the between-group difference in the post—pre/follow-up—pre and to determine the predicted least-square mean values. Results The findings showed that students who were exposed to the Transitions intervention significantly improved their mental health knowledge, decreased stigma against mental illness, improved help-seeking attitudes and behaviours, and decreased perceived stress when compared to students who had not been exposed to the intervention. However, we did not identify significant changes in general health. This may be due to the relatively short follow-up time (2 months) to determine participants’ general health status. Conclusions Transitions delivered to first-year postsecondary students may be a beneficial intervention to help young people adjust to their new postsecondary life and improve their mental health.