Sharing a different voice: Attending to stories in collaborative writing

Through three stories, we hope to reveal how sometimes contradictory or unrecognizable aspects of our lives, selves, and stories can create tensions in the collaborative writing endeavor. We begin with a story that illuminates some of the narrative tensions that surface during a decade of writing collaboratively. In an effort to navigate these tensions, we explore two further stories in dialogue as a way to reveal how dominant narratives shape our lives and the stories we might tell. One aim of sharing these stories is to reveal how problematic ways of being are often inseparable from one’s cultural legacy. Making previously obscured narratives visible paves the way for imaginary leaps that are necessary for change. We hope these insights are useful for other writers and collaborators and those who seek caring, responsive, and nurturing writing relationships yet realize this journey can be problematic

Opposing effects of attention and consciousness on afterimages

The brain's ability to handle sensory information is influenced by both selective attention and consciousness. There is no consensus on the exact relationship between these two processes and whether they are distinct. So far, no experiment has simultaneously manipulated both. We carried out a full factorial 2 × 2 study of the simultaneous influences of attention and consciousness (as assayed by visibility) on perception, correcting for possible concurrent changes in attention and consciousness. We investigated the duration of afterimages for all four combinations of high versus low attention and visible versus invisible. We show that selective attention and visual consciousness have opposite effects: paying attention to the grating decreases the duration of its afterimage, whereas consciously seeing the grating increases the afterimage duration. These findings provide clear evidence for distinctive influences of selective attention and consciousness on visual perception

Adaptive Gain Modulation in V1 Explains Contextual Modifications during Bisection Learning

The neuronal processing of visual stimuli in primary visual cortex (V1) can be modified by perceptual training. Training in bisection discrimination, for instance, changes the contextual interactions in V1 elicited by parallel lines. Before training, two parallel lines inhibit their individual V1-responses. After bisection training, inhibition turns into non-symmetric excitation while performing the bisection task. Yet, the receptive field of the V1 neurons evaluated by a single line does not change during task performance. We present a model of recurrent processing in V1 where the neuronal gain can be modulated by a global attentional signal. Perceptual learning mainly consists in strengthening this attentional signal, leading to a more effective gain modulation. The model reproduces both the psychophysical results on bisection learning and the modified contextual interactions observed in V1 during task performance. It makes several predictions, for instance that imagery training should improve the performance, or that a slight stimulus wiggling can strongly affect the representation in V1 while performing the task. We conclude that strengthening a top-down induced gain increase can explain perceptual learning, and that this top-down signal can modify lateral interactions within V1, without significantly changing the classical receptive field of V1 neurons