Who should be searching? Differences in personality can affect visual search accuracy

© 2017 Visual search is an everyday task conducted in a wide variety of contexts. Some searches are mundane, such as finding a beverage in the refrigerator, and some have life-or-death consequences, such as finding improvised explosives at a security checkpoint or within a combat zone. Prior work has shown numerous influences on search, including “bottom-up” (physical stimulus attributes) and “top-down” factors (task-relevant or goal-driven aspects). Recent work has begun to focus on “observer-specific” factors, examining how searchers' attributes might influence search performance. A logical extension involves exploring whether some individuals are better suited to conduct visual searches than other individuals. The current study examined whether certain personality characteristics relate to visual search performance in a large sample of professional searchers employed by the U.S. Transportation Security Administration. Of the “big five” personality traits (neuroticism, extroversion, openness, agreeableness, and conscientiousness), only conscientiousness significantly correlated with visual search accuracy. Both early-career and experienced professional searchers demonstrated a significant relationship between conscientiousness scores and accuracy on a simple visual search task. These findings validate the notion that searchers' attributes impact their visual search performance and suggest that personality assessments might prove useful for hiring and selection decisions regarding professional tasks that incorporate visual search

Test-retest reliability for common tasks in vision science

Historically, research in cognitive psychology has sought to evaluate cognitive mechanisms according to the average response to a manipulation. Differences between individuals have been dismissed as “noise” with an aim toward characterising an overall effect and how it can inform human cognition. More recently, research has shifted toward appreciating the value of individual differences between participants and the insight gained by exploring the impacts of between-subject variation on human cognition. However, recent research has suggested that many robust, well-established cognitive tasks suffer from surprisingly low levels of test-retest reliability (Hedge, Powell, & Sumner, 2018). While the tasks may produce reliable effects at the group level (i.e., they are replicable), they may not produce a reliable measurement of a given individual. If individual performance on a task is not consistent from one time point to another, the task is therefore unfit for the assessment of individual differences. To evaluate the reliability of commonly used tasks in vision science, we tested a large sample of undergraduate students in two sessions (separated by 1-3 weeks). Our battery included tasks that spanned the range of visual processing from basic sensitivity (motion coherence) to transient spatial attention (useful field of view) to sustained attention (multiple-object tracking) to visual working memory (change detection). Reliabilities (intraclass correlations) ranged from 0.4 to 0.7, suggesting that most of these measures suffer from lower reliability than would be desired for research in individual differences. These results do not detract from the value of the tasks in an experimental setting; however, higher levels of test-retest reliability would be required for a meaningful assessment of individual differences. Implications for using tools from vision science to understand processing in both healthy and neuropsychological populations are discussed

Improvement in visual search with practice: Mapping learning-related changes in neurocognitive stages of processing

© 2015 the authors. Practice can improve performance on visual search tasks; the neural mechanisms underlying such improvements, however, are not clear. Response time typically shortens with practice, but which components of the stimulus–response processing chain facilitate this behavioral change? Improved search performance could result from enhancements in various cognitive processing stages, including (1) sensory processing, (2) attentional allocation, (3) target discrimination, (4) motor-response preparation, and/or (5) response execution. We measured event-related potentials (ERPs) as human participants completed a five-day visual-search protocol in which they reported the orientation of a color popout target within an array of ellipses. We assessed changes in behavioral performance and in ERP components associated with various stages of processing. After practice, response time decreased in all participants (while accuracy remained consistent), and electrophysiological measures revealed modulation of several ERP components. First, amplitudes of the early sensory-evoked N1 component at 150 ms increased bilaterally, indicating enhanced visual sensory processing of the array. Second, the negative-polarity posterior–contralateral component (N2pc, 170–250 ms) was earlier and larger, demonstrating enhanced attentional orienting. Third, the amplitude of the sustained posterior contralateral negativity component (SPCN, 300–400 ms) decreased, indicating facilitated target discrimination. Finally, faster motor-response preparation and execution were observed after practice, as indicated by latency changes in both the stimulus-locked and response-locked lateralized readiness potentials (LRPs). These electrophysiological results delineate the functional plasticity in key mechanisms underlying visual search with high temporal resolution and illustrate how practice influences various cognitive and neural processing stages leading to enhanced behavioral performance

The predictability of a target’s motion influences gaze, head and hand movements when trying to intercept it

Does the predictability of a target's movement and of the interception location influence how the target is intercepted? In a first experiment, we manipulated the predictability of the interception location. A target moved along a haphazardly curved path, and subjects attempted to tap on it when it entered a hitting zone. The hitting zone was either a large ring surrounding the targets starting position (Ring condition) or a small disk that became visible before the target appeared (Disk condition). The interception location gradually became apparent in the Ring condition, whereas it was immediately apparent in the Disk condition. In the Ring condition subjects pursued the target with their gaze. Their head and hand gradually moved in the direction of the future tap position. In the Disk condition subjects immediately directed their gaze towards the hitting zone by moving both their eyes and heads. They also moved their hands to the future tap position sooner than in the Ring condition. In a second and third experiment we made the targets movement more predictable. Although this made the targets easier to pursue, subjects now shifted their gaze to the hitting zone soon after the target appeared in the Ring condition. In the Disk condition they still usually shifted their gaze to the hitting zone at the beginning of the trial. Together, the experiments show that predictability of the interception location is more important than predictability of target movement in determining how we move to intercept targets

Evaluating the pedagogical effectiveness of study preregistration in the undergraduate dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and students who did not (n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

Teaching open and reproducible scholarship: A critical review of the evidence base for current pedagogical methods and their outcomes

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship

The open science bible psychology needed

This is a review of Charlotte Pennington's A Student's Guide to Open Science in The Psychologist

The Open Science Bible Psychology Needed

This is a review of Charlotte Pennington's A Student's Guide to Open Science for The Psychologist