A conceptual and methodological framework for measuring and modulating the attentional blink

MacLean, Mary H.; Arnell, Karen M.

doi:10.3758/s13414-012-0338-4

Cited by 69 publications

(57 citation statements)

References 120 publications

(200 reference statements)

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“…In Study 1, baseline data were first examined for the presence of an attentional blink in the EABT and an effect of emotion on this was examined using a 2 × 2 repeated-measures ANOVA with factors of lag (2 and 7) and stimulus emotion (neutral and fear). As previously described, the effect of a variable on the attentional blink is indicated by an interaction between the variable, in this case, emotion and lag (MacLean & Arnell, 2012). The effect of repeat testing was then examined in an omnibus 3 × 2 × 2 ANOVA with factors of test period (baseline, one hour later and one week), lag and emotion.…”

Section: Discussionmentioning

confidence: 99%

Test–retest reliability and task order effects of emotional cognitive tests in healthy subjects

Adams

Pounder

Preston

et al. 2015

Cognition and Emotion

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Little is known of the retest reliability of emotional cognitive tasks or the impact of using different tasks employing similar emotional stimuli within a battery. We investigated this in healthy subjects. We found improved overall performance in an emotional attentional blink task (EABT) with repeat testing at one hour and one week compared to baseline, but the impact of an emotional stimulus on performance was unchanged. Similarly, performance on a facial expression recognition task (FERT) was better one week after a baseline test, though the relative effect of specific emotions was unaltered. There was no effect of repeat testing on an emotional word categorising, recall and recognition task. We found no difference in performance in the FERT and EABT irrespective of task order. We concluded that it is possible to use emotional cognitive tasks in longitudinal studies and combine tasks using emotional facial stimuli in a single battery.

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Section: Discussionmentioning

confidence: 99%

Test–retest reliability and task order effects of emotional cognitive tests in healthy subjects

Adams

Pounder

Preston

et al. 2015

Cognition and Emotion

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“…Please note that all trials were of the same lag in one session, so that each session included only 4 conditions, either at lag 3 or the control condition lag 7 (Maclean and Arnell, 2012). We performed lag 3 and 7 in different sessions to make our results comparable to other studies that included only one lag, as otherwise the temporal expectancies would introduce additional variance.…”

Section: Methodsmentioning

confidence: 99%

A phonologically congruent sound boosts a visual target into perceptual awareness

Adam¹,

Noppeney²

2014

Front. Integr. Neurosci.

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Capacity limitations of attentional resources allow only a fraction of sensory inputs to enter our awareness. Most prominently, in the attentional blink the observer often fails to detect the second of two rapidly successive targets that are presented in a sequence of distractor items. To investigate how auditory inputs enable a visual target to escape the attentional blink, this study presented the visual letter targets T1 and T2 together with phonologically congruent or incongruent spoken letter names. First, a congruent relative to an incongruent sound at T2 rendered visual T2 more visible. Second, this T2 congruency effect was amplified when the sound was congruent at T1 as indicated by a T1 congruency × T2 congruency interaction. Critically, these effects were observed both when the sounds were presented in synchrony with and prior to the visual target letters suggesting that the sounds may increase visual target identification via multiple mechanisms such as audiovisual priming or decisional interactions. Our results demonstrate that a sound around the time of T2 increases subjects' awareness of the visual target as a function of T1 and T2 congruency. Consistent with Bayesian causal inference, the brain may thus combine (1) prior congruency expectations based on T1 congruency and (2) phonological congruency cues provided by the audiovisual inputs at T2 to infer whether auditory and visual signals emanate from a common source and should hence be integrated for perceptual decisions.

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“…The 100-trial testing phase was preceded by five practice trials to demonstrate the procedure and make sure that all participants understood the task correctly. To keep the duration of the experimental session short, and because the focus of the present study was on the profile of T2 report during dual-task demands, we did not include a control condition in which participants reported only T1 while instructed to ignore T2 (see also MacLean & Arnell, 2012). …”

Section: Methodsmentioning

confidence: 99%

Tracking the attentional blink profile: a cross-sectional study from childhood to adolescence

Heim

Benasich

Wirth

et al. 2013

Psychological Research

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This cross-sectional study is the first to examine the developmental trajectory of temporal attention control from childhood to adolescence. We used a rapid serial visual presentation paradigm, calling for the identification of two targets (T1 and T2) embedded in a distractor stream. In adults, manipulating the lag time within the target doublet typically leads to pronounced impairment in report for T2, when it follows T1 after approximately 200 ms, with one intervening distractor (lag 2); this is referred to as the attentional blink (AB). Participants, however, tend to identify T2 more often when the targets have occurred in a row (“lag-1 sparing”), or are separated by larger lag times, resulting in a hook-shaped accuracy profile. Here, we investigated the extent to which this AB profile undergoes systematic developmental changes in 204 students aged between 6 and 16 years (grades 1–10). T1–T2 lags varied from zero up to seven intervening distractors. Behavioral accuracy in younger children (grades 1–2) was found to follow a linear path, having its minimum at the earliest lag. Lag-1 sparing, accompanied by a relative accuracy loss in the AB interval, first appeared in grade 3, and became more robust in grade 4. From grades 5 to 6, the hook-shaped profile remained stable, with steady increases in overall performance up through the highest grades. This suggests that younger children’s performance is limited by processing speed, while from preadolescence on, children are increasingly able to identify rapid target sequences at the cost of an interference sensitive, higher control system.

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A conceptual and methodological framework for measuring and modulating the attentional blink

Cited by 69 publications

References 120 publications

Test–retest reliability and task order effects of emotional cognitive tests in healthy subjects

Test–retest reliability and task order effects of emotional cognitive tests in healthy subjects

A phonologically congruent sound boosts a visual target into perceptual awareness

Tracking the attentional blink profile: a cross-sectional study from childhood to adolescence

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