A critical systematic review of the Neurotracker perceptual-cognitive training tool

In this systematic review, we evaluate the scientific evidence behind“Neurotracker,”one of the most popular perceptual-cognitive training tools in sports. The tool, which is also used in rehabilitation and aging research to examine cognitive abilities,uses a 3D multiple object-tracking (MOT) task. In this review, we examine Neurotracker from both a sport science and a basicscience perspective. We first summarize the sport science debate regarding the value of general cognitive skill training, based ontools such as Neurotracker, versus sport-specific skill training. We then consider the several hundred MOT publications incognitive and vision science from the last 30 years that have investigated cognitive functions and object tracking processes.This literature suggests that the abilities underlying object tracking are not those advertised by the Neurotracker manufacturers.With a systematic literature search, we scrutinize the evidence for whether general cognitive skills can be tested and trained withNeurotracker and whether these trained skills transfer to other domains. The literature has major limitations, for example a totalabsence of preregistered studies, which makes the evidence for improvements for working memory and sustained attention veryweak. For other skills as well, the effects are mixed. Only three studies investigated far transfer to ecologically valid tasks, two ofwhich did not find any effect. We provide recommendations for future Neurotracker research to improve the evidence base andfor making better use of sport and basic science finding

The Effect of Visual Distinctiveness on Multiple Object Tracking Performance

Observers often need to attentively track moving objects. In everyday life, such objects are often visually distinctive. Previous studies have shown that tracking accuracy is increased when the targets contain a visual feature (e.g. a colour) not possessed by the distractors. Conversely, a gain in tracking accuracy was not observed when the targets differed from the distractors by only a conjunction of features (Makovski & Jiang, Visual Cognition, 17(1/2), 180). In this study we confirm that some conjunction targets have relatively little effect on tracking accuracy, but show that other conjunction targets can significantly aid tracking. For example, tracking accuracy is relatively high when the targets are small red squares and half the distractors are large red squares while the remaining distractors are small green squares. This seems to occur because the targets have a set of features (small and red) not shared by any one distractor. Attending to these features directs attention more to the targets than the distractors, thereby making the targets easier to track. Existing theories of attentive tracking cannot explain these results

Online Evidence Charts to Help Students Systematically Evaluate Theories and Evidence

To achieve intellectual autonomy, university students should learn how to critically evaluate hypotheses and theories using evidence from the research literature. Typically this occurs in the context of writing an essay, or in planning the introduction and conclusion sections of a laboratory project. To be successful, a student must distill relevant evidence from the research literature, evaluate evidence quality, and evaluate hypotheses or theories in light of the evidence. To help students achieve these goals, we have created a web-based “evidence-charting” tool (available at www.evidencechart.org). The main feature of the website is an interactive chart, providing students a structure to list the evidence (from research articles or experiments), list the theories, and enter their evaluation of how the evidence supports or undermines each theory/hypothesis. The chart also elicits from students their reasoning about why the evidence supports or undermines each hypothesis, and invites them to consider how someone with an opposing view might respond. The online chart provides a summary view of the evidence the student has indicated to be most important, and discussion tools to elaborate on this information. Upon completing a chart, the student is well positioned to write their essay or report, and the instructor has an at-a-glance view to provide formative feedback indicating whether the student has successfully reviewed the literature and understands the evidence and theories. These benefits are being evaluated in the context of introductory and advanced psychology classes

Engaging undergraduate students in preprint peer review

Authentic assessment allows students to demonstrate knowledge and skills in real-world tasks. In research, peer review is one such task that researchers learn by doing, as they evaluate other researchers’ work. This means peer review could serve as an authentic assessment that engages students’ critical thinking skills in a process of active learning. In this study, we had students write peer reviews of preprints, scaffolded by a rubric. Agreement between the students and academics was reasonable, and active student involvement was high. The results suggest that use of peer review in undergraduate classes should be explored more. It likely facilitates students’ ability to evaluate the quality of scientific studies, encourages active learning about the scientific process and shows potential for contributing to publicly-available assessment of scientific studies

Engaging undergraduate students in preprint peer review

Authentic assessment allows students to demonstrate knowledge and skills in real-world tasks. In research, peer review is one such task that researchers learn by doing, as they evaluate other researchers’ work. This means peer review could serve as an authentic assessment that engages students’ critical thinking skills in a process of active learning. In this study, we had students write peer reviews of preprints, scaffolded by a rubric. Agreement between the students and academics was reasonable, and active student involvement was high. The results suggest that use of peer review in undergraduate classes should be explored more. It likely facilitates students’ ability to evaluate the quality of scientific studies, encourages active learning about the scientific process and shows potential for contributing to publicly-available assessment of scientific studies

Tactile motion adaptation reduces perceived speed but shows no evidence of direction sensitivity

Introduction: While the directionality of tactile motion processing has been studied extensively, tactile speed processing and its relationship to direction is little-researched and poorly understood. We investigated this relationship in humans using the ‘tactile speed aftereffect’ (tSAE), in which the speed of motion appears slower following prolonged exposure to a moving surface. Method: We used psychophysical methods to test whether the tSAE is direction sensitive. After adapting to a ridged moving surface with one hand, participants compared the speed of test stimuli on the adapted and unadapted hands. We varied the direction of the adapting stimulus relative to the test stimulus. Results: Perceived speed of the surface moving at 81 mms−1 was reduced by about 30% regardless of the direction of the adapting stimulus (when adapted in the same direction, Mean reduction = 23 mms−1, SD = 11; with opposite direction, Mean reduction = 26 mms−1, SD = 9). In addition to a large reduction in perceived speed due to adaptation, we also report that this effect is not direction sensitive. Conclusions: Tactile motion is susceptible to speed adaptation. This result complements previous reports of reliable direction aftereffects when using a dynamic test stimulus as together they describe how perception of a moving stimulus in touch depends on the immediate history of stimulation. Given that the tSAE is not direction sensitive, we argue that peripheral adaptation does not explain it, because primary afferents are direction sensitive with friction-creating stimuli like ours (thus motion in their preferred direction should result in greater adaptation, and if perceived speed were critically dependent on these afferents’ response intensity, the tSAE should be direction sensitive). The adaptation that reduces perceived speed therefore seems to be of central origin

Group authorship, an excellent opportunity laced with ethical, legal and technical challenges

Group authorship (also known as corporate authorship, team authorship, consortium authorship) refers to attribution practices that use the name of a collective (be it team, group, project, corporation, or consortium) in the authorship byline. Data shows that group authorships are on the rise but thus far, in scholarly discussions about authorship, they have not gained much specific attention. Group authorship can minimize tensions within the group about authorship order and the criteria used for inclusion/exclusion of individual authors. However, current use of group authorships has drawbacks, such as ethical challenges associated with the attribution of credit and responsibilities, legal challenges regarding how copyrights are handled, and technical challenges related to the lack of persistent identifiers (PIDs), such as ORCID, for groups. We offer two recommendations: 1) Journals should develop and share context-specific and unambiguous guidelines for group authorship, for which they can use the four baseline requirements offered in this paper; 2) Using persistent identifiers for groups and consistent reporting of members’ contributions should be facilitated through devising PIDs for groups and linking these to the ORCIDs of their individual contributors and the Digital Object Identifier (DOI) of the published item.</p

Group authorship, an excellent opportunity laced with ethical, legal and technical challenges

Group authorship (also known as corporate authorship, team authorship, consortium authorship) refers to attribution practices that use the name of a collective (be it team, group, project, corporation, or consortium) in the authorship byline. Data shows that group authorships are on the rise but thus far, in scholarly discussions about authorship, they have not gained much specific attention. Group authorship can minimize tensions within the group about authorship order and the criteria used for inclusion/exclusion of individual authors. However, current use of group authorships has drawbacks, such as ethical challenges associated with the attribution of credit and responsibilities, legal challenges regarding how copyrights are handled, and technical challenges related to the lack of persistent identifiers (PIDs), such as ORCID, for groups. We offer two recommendations: 1) Journals should develop and share context-specific and unambiguous guidelines for group authorship, for which they can use the four baseline requirements offered in this paper; 2) Using persistent identifiers for groups and consistent reporting of members’ contributions should be facilitated through devising PIDs for groups and linking these to the ORCIDs of their individual contributors and the Digital Object Identifier (DOI) of the published item.</p

Alternation of Sound Location Induces Visual Motion Perception of a Static Object

Background: Audition provides important cues with regard to stimulus motion although vision may provide the most salient information. It has been reported that a sound of fixed intensity tends to be judged as decreasing in intensity after adaptation to looming visual stimuli or as increasing in intensity after adaptation to receding visual stimuli. This audiovisual interaction in motion aftereffects indicates that there are multimodal contributions to motion perception at early levels of sensory processing. However, there has been no report that sounds can induce the perception of visual motion. Methodology/Principal Findings: A visual stimulus blinking at a fixed location was perceived to be moving laterally when the flash onset was synchronized to an alternating left-right sound source. This illusory visual motion was strengthened with an increasing retinal eccentricity (2.5 deg to 20 deg) and occurred more frequently when the onsets of the audio and visual stimuli were synchronized. Conclusions/Significance: We clearly demonstrated that the alternation of sound location induces illusory visual motion when vision cannot provide accurate spatial information. The present findings strongly suggest that the neural representations of auditory and visual motion processing can bias each other, which yields the best estimates of externa

Sleep Deprivation Influences Diurnal Variation of Human Time Perception with Prefrontal Activity Change: A Functional Near-Infrared Spectroscopy Study

Human short-time perception shows diurnal variation. In general, short-time perception fluctuates in parallel with circadian clock parameters, while diurnal variation seems to be modulated by sleep deprivation per se. Functional imaging studies have reported that short-time perception recruits a neural network that includes subcortical structures, as well as cortical areas involving the prefrontal cortex (PFC). It has also been reported that the PFC is vulnerable to sleep deprivation, which has an influence on various cognitive functions. The present study is aimed at elucidating the influence of PFC vulnerability to sleep deprivation on short-time perception, using the optical imaging technique of functional near-infrared spectroscopy. Eighteen participants performed 10-s time production tasks before (at 21:00) and after (at 09:00) experimental nights both in sleep-controlled and sleep-deprived conditions in a 4-day laboratory-based crossover study. Compared to the sleep-controlled condition, one-night sleep deprivation induced a significant reduction in the produced time simultaneous with an increased hemodynamic response in the left PFC at 09:00. These results suggest that activation of the left PFC, which possibly reflects functional compensation under a sleep-deprived condition, is associated with alteration of short-time perception