A series of experiments is described which uses a perceptual matching approach to study the effect of exogenous visual cues on perception of static and dynamic stimuli. Analogous experiments were carried out for orientation judgments of rotated Gabor patches and for direction of motion of coherent dot motion. Response time effects of cuing were found in all conditions. Cuing was found to improve accuracy of orientation judgments, while the effects on motion judgments were less reliable. Cuing was found to have substantially larger effects on quality of orientation judgments at low contrast levels. Other analyses performed found sequential trial effects and qualitatively different effects of canonical directions on orientation and motion judgments.

A series of experiments is described which uses a perceptual matching approach to study the effect of exogenous visual cues on perception of static and dynamic stimuli. Analogous experiments were carried out for orientation judgments of rotated Gabor patches and for direction of motion of coherent dot motion. Response time effects of cuing were found in all conditions. Cuing was found to improve accuracy of orientation judgments, while the effects on motion judgments were less reliable. Cuing was found to have substantially larger effects on quality of orientation judgments at low contrast levels. Other analyses performed found sequential trial effects and qualitatively different effects of canonical directions on orientation and motion judgments.

Two event-related potential (ERP) experiments were conducted to investigate spatial-numeric associations of response codes (SNARC) and attentional cuing (SNAAC). In the SNARC effect, people respond faster when making a left-hand response to report that a number is small, and when making a right-hand response to report that a number is large. Experiment 1 examined effects of SNARC-compatibility and prior response-probability in a number comparison task. Lateralized readiness potentials (LRPs) showed that SNARC-compatibility influenced an intermediate stage of response-selection, and prior response-probability influenced both earlier and later stages. The P300 ERP component was also modulated by SNARC-compatibility and prior response-probability, suggesting parietal involvement in the SNARC effect. In the SNAAC effect, attention is directed to left-side regions of space upon viewing small-magnitude numbers, and to right-side regions of space upon viewing large-magnitude numbers. Experiment 2 investigated whether ERPs evoked by peripheral visual probes would be enhanced when probes appeared in the left hemifield after small-magnitude digits and when they appeared in the right hemifield after large-magnitude digits. ERPs to peripheral probes were not modulated by numerical magnitude of digit pre-cues.

The experiments reported in this thesis investigate whether the current understanding of crossmodal spatial attention can be applied to rear space, and how sound parameters can modulate crossmodal spatial cuing effects. It is generally accepted that the presentation of a brief auditory cue can exogenously orient spatial attention to the cued region of space so that reaction times (RTs) to visual targets presented there are faster than those presented elsewhere. Unlike the conventional belief in such crossmodal spatial cuing effects, RTs to visual targets were equally facilitated from the presentation of an auditory cue in the front or in the rear, as long as the stimuli were presented ipsilaterally. Moreover, when an auditory cue and a visual target were presented from one of two lateral positions on each side in front, the spatial co-location of the two stimuli did not always lead to the fastest target RTs. Although contrasting with the traditional view on the importance of cue-target spatial co-location in exogenous crossmodal cuing effects, such findings are consistent with the evidence concerning multisensory integration in the superior colliculus (SC). Further investigation revealed that the presentation of an auditory cue with an exponential intensity change might be able to exogenously orient crossmodal spatial attention narrowly to the cued region of space. Taken together, the findings reported in this thesis suggest that not only the location but also sound parameters (e.g., intensity change) of auditory cues can modulate the crossmodal exogenous orienting of spatial attention.

This thesis explores the behaviour of participants taking an associative approach to a task-cueing paradigm. Task-cueing is usually intended to explore controlled processing of task-sets. But small stimulus sets plausibly afford associative learning via simple and conditional discriminations. In six experiments participants were presented with typical task-cueing trials: a cue (coloured shape) followed by a digit (or in Experiment 5 a symbol) requiring one of two responses. In the standard Tasks condition (Monsell Experiment and Experiments 1-3), the participant was instructed to perform either an odd/even or a high/low task dependent on the cue. The second condition was intended to induce associative learning of cue + stimulus-response mappings. In general, the Tasks condition showed a large switch cost that reduced with preparation time, a small, constant congruency effect and a small perturbation when new stimuli were introduced. By contrast the CSR condition showed a small, reliable switch cost that did not reduce with preparation time, a large congruency effect that changed over time and a large perturbation when new stimuli were introduced. These differences may indicate automatic associative processing in the CSR condition and rule-based classification in the Tasks condition. Furthermore, an associative model based on the APECS learning algorithm (McLaren, 1993) provided an account of the CSR data. Experiment 3 showed that participants were able to deliberately change their approach to the experiment from using CSR instructions to using Tasks instructions, and to some extent vice versa. Experiments 4 & 5 explored the cause of the small switch cost in the CSR condition. Consideration of the aspects of the paradigm that produced the switch cost in the APECS model produced predictions, which were tested against behavioural data. Experiment 4 found that the resulting manipulation made participants more likely to induce task-sets. Experiment 5 used random symbols instead of numbers, removing the underlying task-sets. The results of this experiment broadly agreed with the predictions made using APECS. Chapter 6 considers an initial attempt to create a real-time version of APECS. It also finds that an associative model of a different class (AMAN, Harris & Livesey, 2010) can provide an account of some, but not all, of the phenomena found in the CSR condition. This thesis concludes that performance in the Tasks condition is suggestive of the use of cognitive control processes, whilst associatively based responding is available as a basis for performance in the CSR condition.

This study focused on the effects of using metacognitive strategy cuing integrated into problem-solving activities in a web-based learning environment. Purposes of the study were to investigate: (a) differences in posttest achievement between students who received metacognitive strategies embedded as cues in engineering problem sets and students who did not receive the treatment; (b) differences in perceptions of problem-solving skills between students who received metacognitive strategies embedded as cues in engineering problem set and students who did not receive the treatment; (c) differences in thermodynamics knowledge; (d) problem-solving steps students reported using across problem sets; (e) characteristics of sampled students, and (f) students' perceptions of web-based problem sets. The sample consisted of 81 students enrolled in an undergraduate thermodynamics course. In-class lectures were scheduled twice weekly, and web-based problem sets were assigned as homework. Two groups, the treatment group using embedded metacognitive cuing and the control group not using the embedded metacognitive cuing, practiced with problem-solving activities over a fifteen-week-semester. Two-thirds through the semester, comprehensive posttest achievement scores were compared between groups. Analyses showed no significant differences between groups when metacognitive strategies were incorporated into web-based problem sets. An instrument was developed and validated to measure students' perceptions of their abilities to plan, monitor, and evaluate problems. Pre- and post testing of students' self-reported perceptions were measured. The results indicated no significant differences between groups. When differences in thermodynamics knowledge and skills between students were measured, pretest to posttest results showed equal improvement for both groups, contradicting the hypothesis those students in the treatment group would improve in skills and knowledge more than the control group. A frequency analysis revealed differences in the amount of times students' reported using engineering problem-solving steps while working through exercises. Most frequently chosen was Step Two - List Variables (91 %) and Step Seven - Solved Equations (91%).. The least chosen response was Step Four -- Made/stated Assumptions which was selected only three percent of the time. Implications from this investigation, along with previous research, facilitate definition of boundary conditions when employing metacognitive cuing in web-based learning.

L’objectif de ce travail de thèse était d’investiguer l’influence de la valence émotionnelle négative, positive ou taboue des mots parlés sur l’orientation des ressources attentionnelles, dans la population tout-venant. Pour ce faire, j’ai élaboré des adaptations auditives de paradigmes expérimentaux qui avaient été utilisés auparavant dans le but d’explorer l’influence du contenu émotionnel de stimuli visuels sur l’allocation de l’attention : le paradigme de déploiement de l’attention (Etudes 1 et 3), le paradigme de Stroop émotionnel (Etude 2) et le paradigme d’indiçage spatial émotionnel (Etude 4). En particulier, les Etudes 1, 3 et 4 m’ont permis d’examiner l’influence de la valence émotionnelle de ces stimuli sur l’attention sélective à une localisation spatiale, évaluée au travers des réponses à une cible subséquente. Dans la situation de compétition pour les ressources attentionnelles spécifique au paradigme de déploiement de l’attention (Etudes 1 et 3), nous avons observé un engagement préférentiel des ressources attentionnelles vers la localisation spatiale des mots tabous, lorsque ceux-ci étaient présentés à droite, par rapport à la localisation spatiale des mots neutres présentés conjointement. Ces biais attentionnels ont été observés quelle que soit l’attention portée volontairement aux stimuli, la nature de la tâche à réaliser sur la cible, ou la charge cognitive liée à la tâche. De tels biais ont également été observés envers la localisation spatiale des mots négatifs et positifs, mais de manière moins robuste. Lorsque deux stimuli rivalisent pour l’orientation des ressources, la valence choquante serait donc cruciale pour l’orientation de l’attention spatiale. De plus, les mots tabous induisent un ralentissement général des temps de réaction (TRs) à la cible subséquente, quelle que soit sa localisation spatiale. Au contraire, lorsque des mots-indices sont présentés isolément dans le paradigme d’indiçage spatial émotionnel (Etude 4), la valence émotionnelle négative des mots, mais pas leur valence choquante, paraît cruciale pour l’observation d’effets spatiaux : les stimuli les plus négatifs moduleraient l’orientation spatiale automatique de l’attention suscitée par leur présentation périphérique. Plus précisément, ils empêcheraient l’application de processus attentionnels inhibiteurs des localisations déjà explorées. En outre, la présentation d’un indice périphérique négatif accélère le traitement d’une cible subséquente, quelle que soit sa localisation spatiale. L’influence de la dimension émotionnelle des mots parlés sur l’attention sélective à une dimension (non-émotionnelle) de ces stimuli a été investiguée grâce au paradigme de Stroop émotionnel (Etude 2). Contrairement à mes autres études, aucun déplacement attentionnel spatial n’était impliqué dans cette situation puisque les participants devaient répondre à chaque essai à une dimension non-émotionnelle (l’identité du locuteur) du stimulus (potentiellement émotionnel) présenté. J’ai ainsi observé une influence de la dimension émotionnelle taboue ou négative des mots sur le traitement de la dimension pertinente d’un mot neutre subséquent, mais pas sur le traitement de la dimension pertinente de ces mots eux-mêmes, suggérant l’occurrence d’effets lents, inter-essais, des mots tabous et négatifs, mais pas d’effet rapide. Ces données appuient donc l’existence, dans une population tout-venant, d’un mécanisme de traitement involontaire du contenu émotionnel des mots parlés qui influence non seulement l’orientation spatiale et dimensionnelle de l’attention mais également, de manière plus générale, la latence des réponses fournies par le sujet.

面為基階段在視覺處理歷程中扮演重要角色，面表徵是高於視網膜影像的視覺表徵，本研究目的在於探討以「面表徵」為選擇基礎之注意力運作。參考過去研究者所採用的面材料，本研究改為同時呈現二個交叉斜面並進行線索提示作業，以同面優勢效果作為面為基注意力運作之指標。 本研究分成四項實驗，每項實驗皆由兩個子實驗構成，此二個子實驗分別使用「外因性線索提示作業」與「內因性線索提示作業」探討面為基注意力的運作。實驗一利用上述「面」的設計及兩種提示作業，得同面優勢效果，反映面為基注意力的運作參與其中。實驗二目的在於排除注意力根據「可能目標的斜度」進行選擇之混淆，因此將面改為擁有相同斜度且互相平行的二個斜面。注意力若根據可能目標的斜度進行選擇，則無法得同面優勢效果。結果顯示在實驗二的兩種提示作業中，仍得同面優勢效果。實驗三目的在於排除可能目標因空間排列而形成簡單的知覺組織，繼而影響注意力分配之可能性。結果顯示在外因性線索提示作業下，仍得同面優勢效果；在內因性線索提示作業下，SOA需延長至500毫秒，才展現同面優勢效果。實驗四則進一步確認在不同SOA下，面為基注意力的運作情況，結果發現：在外因性線索提示作業下，SOA為500毫秒展現同面優勢效果；內因性線索提示作業下， SOA為1000毫秒下展現同面優勢效果。 綜合而言，在外因性線索提示作業與內因性線索提示作業下皆得到同面優勢效果。當可能目標難以群聚後，在長SOA時距下，依然展現同面優勢效果。因此本研究的結果，對於面為基注意力提供了直接的支持證據。 / Surface-based stage plays an important role in visual information process. Surface representation means the representation that goes beyond 2-D image representation. The purpose of this study is on the exploration of attentional selection which is based on surface representation. Referring to the surface material used before, this study adopted two interlacing slant surfaces structured by random-dot stereogram to test the effect of “same-surface advantage”. There are four experiments and each experiment includes two sub-experiments which are exogenous cuing task and endogenous cuing task, respectively. In Experiment 1, the same-surface advantage was revealed. In Experiment 2, the confounding of “slant” was ruled out and the same-surface advantage was still kept. In Experiment 3, we reduced the possibility that candidate targets group together to form simple perceptual organization and then influence the allocation of attention. After rearrange the spatial positions of candidate targets, attention cannot select the simple perceptual organization easily. In exogenous cuing task, same-surface advantage was still revealed. In endogenous cuing task, SOA should be prolonged to 500ms, and it shows same-surface advantage. Furthermore, in Experiment 4, we manipulate three kinds of SOA and confirm the operation of surface-based attention. We found that in exogenous cuing task, SOA should be prolonged to 500ms, and it shows same-surface advantage.In endogenous cuing task, SOA should be prolonged to 1000ms, and it shows same-surface advantage. In conclusion, it shows same-surface advantage in exogenous cuing task and endogenous cuing task. When candidate cannot group together to be selected easily, SOA should be prolonged to longer, and it still shows same-surface advantage. The results provide the direct support evidences of surface-based attention.

L’objectif de ce travail de thèse était d’investiguer l’influence de la valence émotionnelle négative, positive ou taboue des mots parlés sur l’orientation des ressources attentionnelles, dans la population tout-venant. Pour ce faire, j’ai élaboré des adaptations auditives de paradigmes expérimentaux qui avaient été utilisés auparavant dans le but d’explorer l’influence du contenu émotionnel de stimuli visuels sur l’allocation de l’attention :le paradigme de déploiement de l’attention (Etudes 1 et 3), le paradigme de Stroop émotionnel (Etude 2) et le paradigme d’indiçage spatial émotionnel (Etude 4). <p>En particulier, les Etudes 1, 3 et 4 m’ont permis d’examiner l’influence de la valence émotionnelle de ces stimuli sur l’attention sélective à une localisation spatiale, évaluée au travers des réponses à une cible subséquente. <p>Dans la situation de compétition pour les ressources attentionnelles spécifique au paradigme de déploiement de l’attention (Etudes 1 et 3), nous avons observé un engagement préférentiel des ressources attentionnelles vers la localisation spatiale des mots tabous, lorsque ceux-ci étaient présentés à droite, par rapport à la localisation spatiale des mots neutres présentés conjointement. Ces biais attentionnels ont été observés quelle que soit l’attention portée volontairement aux stimuli, la nature de la tâche à réaliser sur la cible, ou la charge cognitive liée à la tâche. De tels biais ont également été observés envers la localisation spatiale des mots négatifs et positifs, mais de manière moins robuste. Lorsque deux stimuli rivalisent pour l’orientation des ressources, la valence choquante serait donc cruciale pour l’orientation de l’attention spatiale. De plus, les mots tabous induisent un ralentissement général des temps de réaction (TRs) à la cible subséquente, quelle que soit sa localisation spatiale.<p>Au contraire, lorsque des mots-indices sont présentés isolément dans le paradigme d’indiçage spatial émotionnel (Etude 4), la valence émotionnelle négative des mots, mais pas leur valence choquante, paraît cruciale pour l’observation d’effets spatiaux :les stimuli les plus négatifs moduleraient l’orientation spatiale automatique de l’attention suscitée par leur présentation périphérique. Plus précisément, ils empêcheraient l’application de processus attentionnels inhibiteurs des localisations déjà explorées. En outre, la présentation d’un indice périphérique négatif accélère le traitement d’une cible subséquente, quelle que soit sa localisation spatiale.<p>L’influence de la dimension émotionnelle des mots parlés sur l’attention sélective à une dimension (non-émotionnelle) de ces stimuli a été investiguée grâce au paradigme de Stroop émotionnel (Etude 2). Contrairement à mes autres études, aucun déplacement attentionnel spatial n’était impliqué dans cette situation puisque les participants devaient répondre à chaque essai à une dimension non-émotionnelle (l’identité du locuteur) du stimulus (potentiellement émotionnel) présenté. J’ai ainsi observé une influence de la dimension émotionnelle taboue ou négative des mots sur le traitement de la dimension pertinente d’un mot neutre subséquent, mais pas sur le traitement de la dimension pertinente de ces mots eux-mêmes, suggérant l’occurrence d’effets lents, inter-essais, des mots tabous et négatifs, mais pas d’effet rapide. <p>Ces données appuient donc l’existence, dans une population tout-venant, d’un mécanisme de traitement involontaire du contenu émotionnel des mots parlés qui influence non seulement l’orientation spatiale et dimensionnelle de l’attention mais également, de manière plus générale, la latence des réponses fournies par le sujet.<p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished