Psychological Research

Electrophysiological examination of response-related interference while dual-tasking: is it motoric or attentional? Abstract The possibility that interference between motor responses contributes to dual-task costs has long been neglected, yet is supported by several recent studies. There are two competing hypotheses regarding this response-related interference. The motor-bottleneck hypothesis asserts that the motor stage of Task 1 triggers a refractory period that delays the motor stage of Task 2. The response-monitoring hypothesis asserts that monitoring of the Task-1 motor response delays the response-selection stage of Task 2. Both hypotheses predict lengthening of Task-2 response time (RT2) when Task 1 requires motor processing relative to when it does not. However, they assume different loci for the response-related bottleneck, and therefore make different predictions regarding (a) the interaction between Task-1 motor requirement and the Task-2 difficulty effect as measured by RT2 and (b) the premotoric durations and motoric durations of Task 2 as measured by lateralized readiness potentials (LRPs). To test these predictions, we conducted two experiments manipulating the Task-1 motor requirement (Go vs. NoGo) and Task-2 response-selection difficulty, as well as the stimulus-onset asynchrony (SOA). Task-1 motor processing significantly lengthened RT2, suggesting response-related interference. Importantly, the Task-1 motor response reduced the Task-2 difficulty effect at the short SOA, indicating postponement of the Task-2 motor stage, consistent with the motor-bottleneck hypothesis. Further consistent with the motor-bottleneck hypothesis, the Task-2 LRP indicated a consistent premotoric duration of Task 2 regardless of Task-1 motor requirement. These results are difficult to reconcile with the response-monitoring hypotheses, which places the response-related bottleneck before the response-selection stage of Task 2. The results also have important implications regarding use of locus-of-slack logic in PRP studies.

The effects of induced and trait anxiety on the sequential modulation of emotional conflict Abstract The current study aimed to investigate whether induced anxiety, as well as trait anxiety, would lead to the failure of the regulation of emotional conflict. To measure the regulation of emotional conflict, the congruency sequence effect (CSE), which is a reduced effect of task-irrelevant distractor after incongruent trials compared to congruent trials, was observed while participants performed an emotional conflict task. In Experiment 1, participants performed the task in a safe context and a threatening context where a couple of electric shocks were given randomly on two consecutive days. In Experiment 2, participants performed the same task in either a safe or threatening context to avoid a potential carryover effect of the threat. The CSE observed in the safe context disappeared in the threatening context as well as in participants with high-trait anxiety level even without the threat. The findings imply that induced anxiety causes a failure of cognitive control that engenders the CSE in emotional congruency tasks. Moreover, such failure driven by participants’ trait anxiety level might be a potential predisposing factor leading to anxiety disorders. Overall, these results suggest that induced anxiety, as well as trait anxiety, has an adverse impact on the sequential modulation of emotional conflict.

Consistency, not speed: temporal regularity as a metacognitive cue Abstract We examined the hypothesis that skilled performance is monitored on the basis of fluency, where fluency is operationally defined as temporal regularity or rhythmicity rather than speed. Since error is often associated with variable timing, we tested the possibility that people use varied timing as a metacognitive cue. Using a sequential counting task, which may be representative of the broader class of skilled, multi-step tasks, we found that shifting between irregular and regular timing led to greater confidence ratings when the timing associated with the task was regular. We argue that regular, consistent timing, when compared directly to irregular timing, produced feelings of fluent task performance, leading to increased confidence. In the first experiment, we demonstrated that both accuracy and confidence were higher when participants completed a task presented with regular timing. In the second experiment, we found a dissociation between accuracy and confidence, strengthening the argument that individuals relied on monitoring of fluency to support their metacognitive judgments. In Study 3 and an assessment of naïve beliefs, we ruled out alternative explanations for these findings.

I don’t need your attention: ostracism can narrow the cone of gaze Abstract Previous research has shown that ostracized participants seek inclusive cues, such as gaze directed at them, when trying to reaffiliate. However, instead of seeking reinclusion, ostracized individuals may sometimes withdraw from interactions if not offered an opportunity for reaffiliation. In the current study, after an ostracism manipulation with no reaffiliation opportunity, participants judged whether faces portraying direct gaze or slightly averted gaze (2°–8° to the left and to the right) were looking at them or not. Compared to an inclusion group and a non-social control group, ostracized participants accepted a smaller range of gaze directions as being directed at them, i.e., they had a narrower “cone of gaze”. The width of the gaze cone was equally wide in the inclusion and control groups. We propose that, without an opportunity for reaffiliation, ostracized participants may start to view other people as particularly unapproachable, possibly indicative of a motivational tendency to disengage from interactions.

Coding valence in touchscreen interactions: hand dominance and lateral movement influence valence appraisals of emotional pictures Abstract The Body-Specificity Hypothesis postulates that the space surrounding the dominant hand is perceived as positive due to the motor fluency of this hand, whereas the space surrounding the non-dominant hand is perceived as negative. Experimental studies based on this theoretical framework also revealed associations between affective valence and hand dominance (i.e., dominant hand—positive; non-dominant hand—negative), or lateral movements of the hands (i.e., right hand toward the right space—positive; left hand toward the left space—positive). Interestingly, these associations have not been examined with regard to how lateral actions of the hands may influence affective experiences as, for example, in valence appraisals of affective objects that have been manipulated. The study presented here has considered this question in light of the emerging interest of embodied cognition approaches to interactive technologies, particularly in affective experiences with touchscreen interfaces. Accordingly, right-handed participants evaluated the valence of positive and negative emotional pictures after interacting with them either with the dominant right or with the non-dominant left hand. Specifically, they moved the pictures either from left to right or from right to left sides of a touchscreen monitor. The results indicated that a valence matching between the hand used for the interactions, the picture’s valence category, and the movement’s starting side reinforced the valence appraisals of the pictures (i.e., positive/negative pictures were more positively/negatively evaluated). The findings are discussed against the background of the Theory of Event Coding, which accounts for both the affective properties of the stimuli and the affective connotation of the related action.

Closing the gap: connecting sudden representational change to the subjective Aha! experience in insightful problem solving Abstract Two hallmarks of insightful problem solving are thought to be suddenness in the emergence of solution due to changes in problem representation, and the subjective Aha! experience. Although a number of studies have explored the Aha! experience, few studies have attempted to measure representational change. Following the lead of Durso et al. (Psychol Sci 5(2):94–97, 1994) and Cushen and Wiley (Conscious Cognit 21(3):1166–1175, 2012), in this study, participants made importance-to-solution ratings throughout their solution attempts as a way to assess representational change. Participants viewed a set of magic trick videos with the task of finding out how each trick worked, and rated six action verbs for each trick (including one that implied the correct solution) multiple times during solution. They were also asked to indicate the extent to which they experienced an Aha! moment. Patterns of ratings that showed a sudden change towards a correct solution led to stronger Aha! experiences than patterns that showed a more incremental change towards a correct solution, or a change towards incorrect solutions. The results show a connection between sudden changes in problem representations (leading to correct solutions) and the subjective appraisal of solutions as an Aha! experience. This offers the first empirical support for a close relationship between two theoretical constructs that have traditionally been assumed to be related to insightful problem solving.

The right look for the job: decoding cognitive processes involved in the task from spatial eye-movement patterns Abstract The aim of the study was not only to demonstrate whether eye-movement-based task decoding was possible but also to investigate whether eye-movement patterns can be used to identify cognitive processes behind the tasks. We compared eye-movement patterns elicited under different task conditions, with tasks differing systematically with regard to the types of cognitive processes involved in solving them. We used four tasks, differing along two dimensions: spatial (global vs. local) processing (Navon, Cognit Psychol, 9(3):353–383 1977) and semantic (deep vs. shallow) processing (Craik and Lockhart, J Verbal Learn Verbal Behav, 11(6):671–684 1972). We used eye-movement patterns obtained from two time periods: fixation cross preceding the target stimulus and the target stimulus. We found significant effects of both spatial and semantic processing, but in case of the latter, the effect might be an artefact of insufficient task control. We found above chance task classification accuracy for both time periods: 51.4% for the period of stimulus presentation and 34.8% for the period of fixation cross presentation. Therefore, we show that task can be to some extent decoded from the preparatory eye-movements before the stimulus is displayed. This suggests that anticipatory eye-movements reflect the visual scanning strategy employed for the task at hand. Finally, this study also demonstrates that decoding is possible even from very scant eye-movement data similar to Coco and Keller, J Vis 14(3):11–11 (2014). This means that task decoding is not limited to tasks that naturally take longer to perform and yield multi-second eye-movement recordings.

Attentional control transfers beyond the reference frame Abstract Much research has shown that humans can allocate attentional control differentially to multiple locations based on the amount of conflict historically associated with a given location. Additionally, once established, these control settings can transfer to nearby locations that themselves have no conflict bias. Here we examined if these control settings also extend to nearby locations that are presented outside of the original frame of reference of biased stimuli. During training, participants first responded to biased flanker stimuli that were likely high conflict in one location and low conflict in another location. Then they were exposed to two sets of unbiased stimuli presented in novel transfer locations outside of the established reference frame of biased stimuli. Across three experiments, attentional control settings transferred beyond the reference frame including when there was a visual border (Experiment 2) or meaningful categorical distinction (Experiment 3) delineating training and transfer locations. These novel findings further support the idea that stimulus-driven attention control can be flexibly allocated, perhaps in a categorical manner.

When the rhythm disappears and the mind keeps dancing: sustained effects of attentional entrainment Abstract Research has demonstrated that the human cognitive system allocates attention most efficiently to a stimulus that occurs in synchrony with an established rhythmic background. However, our environment is dynamic and constantly changing. What happens when rhythms to which our cognitive system adapted disappear? We addressed this question using a visual categorization task comprising emotional and neutral faces. The task was split into three blocks of which the first and the last were completed in silence. The second block was accompanied by an acoustic background rhythm that, for one group of participants, was synchronous with face presentations, and for another group was asynchronous. Irrespective of group, performance improved with background stimulation. Importantly, improved performance extended into the third silent block for the synchronous, but not for the asynchronous group. These data suggest that attentional entrainment resulting from rhythmic environmental regularities disintegrates only gradually after the regularities disappear.

Finger-counting habits, not finger movements, predict simple arithmetic problem solving Abstract Previous research in embodied mathematical cognition has found differences between those who start counting on their left hand and those who start counting on the right hand. However, if starting hand is a finger-embodied effect, then finger-specific interference may affect these differences between left and right starters. Furthermore, cultures that demonstrate different finger-counting habits may also be differently affected by this interference. In the current study, a total of 66 Canadians and 60 Chinese participants completed a single/dual-task paradigm and were also assessed on their starting hand for counting. The primary task was to verbally answer simple arithmetic problems, while the dual task was to either sequentially tap their fingers or their foot. Contrary to predictions, a specific finger-movement interference pattern that had previously been reported was not evident in this study, despite a much larger sample. Nevertheless, Canadians left starters outperformed right starters for every operation type, which may be further evidence of individual differences in the lateralization of arithmetic processes. Derived from a combination of a replication, a conceptual replication, and a cross-cultural comparison, this investigation suggests that embodied effects in the published literature are in need of both independent replication as well as investigation of individual differences. This study also further validates the differences between left and right starters, and suggests that more research is needed to understand the influence of embodied cognition on mathematical understanding.