Eye cannot see it: The interference of subliminal distractors on saccade metrics

AbstractThe present study investigated whether subliminal (unconsciously perceived) visual information influences eye movement metrics, like saccade trajectories and endpoints. Participants made eye movements upwards and downwards while a subliminal distractor was presented in the periphery. Results showed that the subliminal distractor interfered with the execution of an eye movement, although the effects were smaller compared to a control experiment in which the distractor was presented supraliminal. Because saccade metrics are mediated by low level brain areas, this indicates that subliminal visual information evokes competition at a very low level in the oculomotor system

Subliminal galvanic-vestibular stimulation influences ego- and object-centred components of visual neglect

Neglect patients show contralesional deficits in egocentric and object-centred visuospatial tasks. The extent to which these different phenomena are modulated by sensory stimulation remains to be clarified. Subliminal galvanic vestibular stimulation (GVS) induces imperceptible, polarity-specific changes in the cortical vestibular systems without the unpleasant side effects (nystagmus, vertigo) induced by caloric vestibular stimulation. While previous studies showed vestibular stimulation effects on egocentric spatial neglect phenomena, such effects were rarely demonstrated in object-centred neglect. Here, we applied bipolar subsensory GVS over the mastoids (mean intensity: 0.7. mA) to investigate its influence on egocentric (digit cancellation, text copying), object-centred (copy of symmetrical figures), or both (line bisection) components of visual neglect in 24 patients with unilateral right hemisphere stroke. Patients were assigned to two patient groups (impaired vs. normal in the respective task) on the basis of cut-off scores derived from the literature or from normal controls. Both groups performed all tasks under three experimental conditions carried out on three separate days: (a) sham/baseline GVS where no electric current was applied, (b) left cathodal/right anodal (CL/AR) GVS and (c) left anodal/right cathodal (AL/CR) GVS, for a period of 20. min per session. CL/AR GVS significantly improved line bisection and text copying whereas AL/CR GVS significantly ameliorated figure copying and digit cancellation. These GVS effects were selectively observed in the impaired- but not in the unimpaired patient group. In conclusion, subliminal GVS modulates ego- and object-centred components of visual neglect rapidly. Implications for neurorehabilitation are discussed

To look or not to look: Subliminal abrupt-onset cues influence constrained free-choice saccades

Subliminal cues have been shown to capture attention and modulate manual response behaviour but their impact on eye movement behaviour is not well-studied. In two experiments, we examined if subliminal cues influence constrained free-choice saccades and if this influence is under strategic control as a function of task-relevancy of the cues. On each trial, a display containing four filled circles at the centre of each quadrant was shown. A central coloured circle indicated the relevant visual field on each trial (Up or Down in Experiment 1; Left or Right in Experiment 2). Next, abrupt-onset cues were presented for 16 ms at one of the four locations. Participants were then asked to freely choose and make a saccade to one of the two target circles in the relevant visual field. The analysis of the frequency of saccades, saccade endpoint deviation and saccade latency revealed a significant influence of the relevant subliminal cues on saccadic decisions. Latency data showed reduced capture by spatially-irrelevant cues under some conditions. These results indicate that spatial attentional control settings as defined in our study could modulate the influence of subliminal abrupt-onset cues on eye movement behaviour. We situate the findings of this study in the attention-capture debate and discuss the implications for the subliminal cueing literature.  &nbsp

Underpowered samples, false negatives, and unconscious learning

The scientific community has witnessed growing concern about the high rate of false positives and unreliable results within the psychological literature, but the harmful impact of false negatives has been largely ignored. False negatives are particularly concerning in research areas where demonstrating the absence of an effect is crucial, such as studies of unconscious or implicit processing. Research on implicit processes seeks evidence of above-chance performance on some implicit behavioral measure at the same time as chance-level performance (that is, a null result) on an explicit measure of awareness. A systematic review of 73 studies of contextual cuing, a popular implicit learning paradigm, involving 181 statistical analyses of awareness tests, reveals how underpowered studies can lead to failure to reject a false null hypothesis. Among the studies that reported sufficient information, the meta-analytic effect size across awareness tests was d z = 0.31 (95 % CI 0.24–0.37), showing that participants’ learning in these experiments was conscious. The unusually large number of positive results in this literature cannot be explained by selective publication. Instead, our analyses demonstrate that these tests are typically insensitive and underpowered to detect medium to small, but true, effects in awareness tests. These findings challenge a widespread and theoretically important claim about the extent of unconscious human cognition

The role of instructions and intention in learning

This thesis investigates how manipulating intention to learn (learning orientation) through verbal instructions affects learning in a range of putatively associative and implicit tasks. Within three different paradigms, learning orientation was manipulated so that learning was either incidental to, or aligned with (i.e. intentional) the aims of the task. The first series of experiments investigated sequence learning, as measured in the serial reaction time task. Sequence learning was found to result reliably under incidental conditions and was selectively improved by instructions promoting discovery of a relational rule describing a set of probabilistic contingencies. The second series of experiments used the prototype distortion task, where it has been claimed that implicit learning of a category of prototype-centered stimuli can occur automatically as a result of exposure. Using a visual search task as a means of incidental exposure, equivocal evidence for the implicit status of learning in the prototype distortion task was found, and instructions directing participants to memorize the stimuli resulted in greater evidence of learning the similarity structure of the category. Finally, the third series of experiments assessed generalization along stimulus dimensions following a difficult discrimination task. Instructions directing attention to a particular stimulus dimension promoted rule-based generalization and facilitated a dissociation in the pattern of generalization obtained as a result of reducing rule applicability on test. The results suggest that human learning is highly susceptible to learning orientation, which has implications for the way implicit learning should be viewed as a psychological construct. Theories of learning, whether single- or dual-process, need to better account for this seemingly pervasive role of learning orientation