Mechanisms of spatial and non-spatial auditory selective attention

Selective attention is a crucial function that encompasses all perceptual modalities and which enables us to focus on the behaviorally relevant information and ignore the rest. The main goal of the thesis is to test well-established hypotheses about the mechanisms of visual selective attention in the auditory domain using behavioral and neuroimaging methods. Two fMRI studies (Experiments 1 and 2) test the hypothesis of feature-specific attentional enhancement. This hypothesis states that when attending to an object or a feature, there should be an enhancement of the response in the sensory region that is sensitive to that object or feature. Experiment 1 investigated feature-specific attentional modulation mainly within the tonotopic fields around primary auditory cortex. Experiment 2 investigated feature-specific attentional modulation mainly around non-primary auditory cortex, when attending to frequency modulation or motion of the same auditory object. Experiment 1 showed evidence for feature-specific enhancement, while Experiment 2 did not. The role of competition among concurrent auditory objects as a necessary factor in driving feature-specific enhancement is discussed. A second hypothesis from vision research is that spatial perception and attention is much more precise in the centre than in the periphery. Experiment 3 used a masking release paradigm to investigate whether the acuity of auditory spatial attention was similarly increased in the midline. Although location discrimination of sounds segregated by inter-aural time differences was more precise at the midline than at the periphery, spatial attention was not. Therefore for this task at least there was no effect of eccentricity on auditory spatial attention. The results of these three studies are discussed in view of selective attention as a flexible process that operates in different ways according to the specifics of the task

Mechanisms of spatial and non-spatial auditory selective attention

Selective attention is a crucial function that encompasses all perceptual modalities and which enables us to focus on the behaviorally relevant information and ignore the rest. The main goal of the thesis is to test well-established hypotheses about the mechanisms of visual selective attention in the auditory domain using behavioral and neuroimaging methods. Two fMRI studies (Experiments 1 and 2) test the hypothesis of feature-specific attentional enhancement. This hypothesis states that when attending to an object or a feature, there should be an enhancement of the response in the sensory region that is sensitive to that object or feature. Experiment 1 investigated feature-specific attentional modulation mainly within the tonotopic fields around primary auditory cortex. Experiment 2 investigated feature-specific attentional modulation mainly around non-primary auditory cortex, when attending to frequency modulation or motion of the same auditory object. Experiment 1 showed evidence for feature-specific enhancement, while Experiment 2 did not. The role of competition among concurrent auditory objects as a necessary factor in driving feature-specific enhancement is discussed. A second hypothesis from vision research is that spatial perception and attention is much more precise in the centre than in the periphery. Experiment 3 used a masking release paradigm to investigate whether the acuity of auditory spatial attention was similarly increased in the midline. Although location discrimination of sounds segregated by inter-aural time differences was more precise at the midline than at the periphery, spatial attention was not. Therefore for this task at least there was no effect of eccentricity on auditory spatial attention. The results of these three studies are discussed in view of selective attention as a flexible process that operates in different ways according to the specifics of the task

Creative psychologists: reflections on teaching and pedagogic practice inspired by an arts-based Away Day

In an unusual departmental Away Day, instead of delving into discussions about teaching and research, colleagues of the Psychology department at MMU were asked to engage with the creative arts. The idea behind this meeting was to help us bond as a group – which is a challenge given that over 80 staff were present – and to think of our teaching and research from a different perspective. In this reflective commentary, we are sharing our experience and reflections about this meeting. The authors reflect on issues such as the effect of criticism on creativity, as well as alternative teaching methods that could enhance student agency and engagement. In summary, this is a reflection on our creative selves and the role of creativity in higher education

A ‘random group of misfits’ or being ‘part of something bigger’? Exploring experiences of attending a non-religious congregation.

Purpose Religion is an important part of many people’s lives and there is some evidence that attending church or other religious congregations is positively associated with psychological well-being. However, religious participation is declining in Western Europe and North America. Sunday Assembly is a non-religious gathering that intends to provide a similar communal experience and a sense of spirituality to the church, but without the religious element. In the current study, we aimed to explore the experiences of and motivations for attending a non-religious congregation in relation to well-being. Methods A qualitative approach was taken, gathering data through semi-structured interviews with participants from Sunday Assembly congregations across England. Results Thematic analysis was used and three key themes were found: (1) searching for meaning and community, (2) Sunday Assembly as protective of mental health, and (3) loneliness in a crowd. Conclusions Sunday Assembly can provide a sense of belonging and improvement in mental health through shared experience and spirituality, and it can act as a coping mechanism during difficult times. Further research could explore the benefits of Sunday Assembly upon attendee’s mental health, test the effectiveness of Sunday Assembly as a coping mechanism, and whether continued attendance improves mood over time

Student experiences of assessment and feedback in the National Student Survey: an analysis of student written responses with pedagogical implications

The National Student Survey (NSS) indicates that students are less satisfied with Assessment and Feedback versus other dimensions of the NSS in Higher Education Institutions (HEIs) across the United Kingdom (UK). HEIs generally rely on quantitative Likert responses within the NSS to assess the quality of their provision while ignoring written comments. However, we propose that analysis of written comments is essential to understand students’ lived and multidimensional experiences. Therefore, we utilised a Framework Analysis to investigate students' written responses for assessment and feedback in the 2020 NSS. We identified high (n = 4) and low-scoring (n = 4) departments as those that scored the highest and lowest on assessment and feedback at an HEI institution in the UK. These groups scored above and below the NSS national average for assessment and feedback of 72.6% (Office for Students, 2020), at 84.6% and 66%, respectively. Our analysis of 10,628 words revealed five main themes of interaction and experience, assessment clarity, assessment fairness, timing, inspiration for the present and future, and eleven sub-themes. We used the frequency of words concurrently with these themes to identify areas of good pedagogical practice. For example, high-scoring departments provided easy-to-follow lectures (Theme 1) and assessment guidance (Theme 2), students perceived feedback as fair (Theme 3), tutors were appropriately responsive to students' attempts at communication (Theme 4), and assessments had clear applicability to future employability (Theme 5). Our findings highlight the suitability of our approach for academics and HEIs to improve their understanding and provision of assessment and feedback. We provide recommendations to improve assessment and feedback at a unit, program, and HEI level