Basic Processes in Reading: The Role of Spatial Attention in Visual Word Processing

The present thesis is concerned with the role of spatial attention in visual word processing. Eleven experiments are reported each of which consists of the combination of a manipulation of spatial attention (i.e., cue validity) with a manipulation of word processing. Five different manipulations of word processing were employed (1) long lag repetition priming, (2) case mixing, (3) inter-letter spacing, (4) the presence/absence of irrelevant features, and (5) set size. The conjoint effects of these factors were used to infer the role of spatial attention in visual word processing. Discussion focuses on integrating the present results into a viable theory and outlining future directions

Filling a gap in the semantic gradient: color associates and response set effects in the Stroop task

In the Stroop task, incongruent color associates (e.g., LAKE) interfere more with color identification than neutral words do (e.g., sFAT). However, color associates have historically been related to colors in the response set. Response set membership is an important factor in Stroop interference, because color words in the response set interfere more than color words not in the response set It has not been established whether response set membership plays a role in the ability of a color associate to interfere with color identification. This issue was addressed in two experiments (one using vocal responses and one using manual responses) by comparing the magnitude of interference caused by color associates related to colors in the response set with that of interference caused by color associates unrelated to colors in the response set. The results of both experiments show that color associates unrelated to colors in the response set interfered with color identification more than neutral words did. However, the amount of interference was less than that from color associates that were related to colors in the response set. In addition, this pattern was consistent across response modalities. These results are discussed with respect to various theoretical accounts of Stroop interference

Recording brain activity can function as an implied social presence and alter neural connectivity.

People often behave differently when they know they are being watched. Here, we report the first investigation of whether such social presence effects also include brain monitoring technology, and also their impacts on the measured neural activity. We demonstrate that merely informing participants that fMRI has the potential to observe (thought-related) brain activity is sufficient to trigger changes in functional connectivity within and between relevant brain networks that have been previously associated selectively with executive and attentional control as well as self-relevant processing, social cognition, and theory of mind. These results demonstrate that an implied social presence, mediated here by recording brain activity with fMRI, can alter brain functional connectivity. These data provide a new manipulation of social attention, as well as shining light on a methodological hazard for researchers using equipment to monitor brain activity

Overconfidently Underthinking: Narcissism negatively predicts Cognitive Reflection

There exists a large body of work examining individual differences in the propensity to engage in reflective thinking processes. However, there is a distinct lack of empirical research examining the role of dispositional factors in these differences and understanding these associations could provide valuable insight into decision-making. Here we examine whether individual differences in cognitive reflection are related to narcissism (excessive self-focused attention) and impulsiveness (trait-based lack of inhibitory control). Participants across three studies completed measures of narcissism, impulsiveness and cognitive reflection. Results indicate that grandiose and vulnerable narcissists differ in their performance on problem-solving tasks (i.e., CRT) and preferences for intuitive thinking, as well as the degree to which they reflect on and understand their own thoughts and enjoy cognitively effortful activities. Additionally, though impulsiveness was significantly related to self-report measures of cognitive reflection (i.e., metacognitive reflection, metacognitive insight, and Need for Cognition), it showed no association with a behavioural measure of cognitive reflection (i.e., CRT scores). Our results suggest that certain individual differences in dispositional and personality characteristics may play important roles in the extent to which individuals engage in certain forms of reflective thinking.Natural Sciences and Engineering Research Council of Canada (NSERC

Visual Attention and the Neuroimage Bias

Several highly-cited experiments have presented evidence suggesting that neuroimages may unduly bias laypeople’s judgments of scientific research. This finding has been especially worrisome to the legal community in which neuroimage techniques may be used to produce evidence of a person’s mental state. However, a more recent body of work that has looked directly at the independent impact of neuroimages on layperson decision-making (both in legal and more general arenas), and has failed to find evidence of bias. To help resolve these conflicting findings, this research uses eye tracking technology to provide a measure of attention to different visual representations of neuroscientific data. Finding an effect of neuroimages on the distribution of attention would provide a potential mechanism for the influence of neuroimages on higher-level decisions. In the present experiment, a sample of laypeople viewed a vignette that briefly described a court case in which the defendant’s actions might have been explained by a neurological defect. Accompanying these vignettes was either an MRI image of the defendant’s brain, or a bar graph depicting levels of brain activity–two competing visualizations that have been the focus of much of the previous research on the neuroimage bias. We found that, while laypeople differentially attended to neuroimagery relative to the bar graph, this did not translate into differential judgments in a way that would support the idea of a neuroimage bias

The language of instruction: Compensating for challenge in lectures.

Recent studies have used Coh-Metrix, an automated text analyzer, to assess differences in language characteristics across different genres and academic disciplines (Graesser, McNamara, & Kulikowich, 2011; McNamara, Graesser, McCarthy, & Cai, 2014). Coh-Metrix analyzes text on many constructs at different levels, including Word Concreteness (vs. abstractness), Narrativity (vs. informational), Deep Cohesion, Referential Cohesion, and Syntactic Simplicity. In previous research, texts in the natural sciences had lower Narrativity and Word Concreteness than texts in the language arts, but were higher in Syntactic Simplicity and Referential Cohesion. This pattern suggests a form of compensation in which difficulty on one dimension (e.g., Word Concreteness) is compensated for by increasing text ease on another dimension (e.g., Syntactic Simplicity). In the present study, we provide a further test of this compensation idea by analyzing oral language use across humanities and natural science lectures. We demonstrate that decreases in Word Concreteness across lectures are associated with increases in Narrativity, Deep Cohesion, and Syntactic Simplicity. In addition, within lectures, decreases in Word Concreteness are associated with increases in Syntactic Simplicity. Compensatory mechanisms are discussed in this article at different levels of language and discourse

Social attention with real versus reel stimuli: toward an empirical approach to concerns about ecological validity

Cognitive neuroscientists often study social cognition by using simple but socially relevant stimuli, such as schematic faces or images of other people. Whilst this research is valuable, important aspects of genuine social encounters are absent from these studies, a fact that has recently drawn criticism. In the present review we argue for an empirical approach to the determination of the equivalence of different social stimuli. This approach involves the systematic comparison of different types of social stimuli ranging in their approximation to a real social interaction. In garnering support for this cognitive ethological approach, we focus on recent research in social attention that has involved stimuli ranging from simple schematic faces to real social interactions. We highlight both meaningful similarities and differences in various social attentional phenomena across these different types of social stimuli thus validating the utility of the research initiative. Furthermore, we argue that exploring these similarities and differences will provide new insights into social cognition and social neuroscience

Instructor presence effect: Liking does not always lead to learning

The final publication is available at Elsevier via https://dx.doi.org/10.1016/j.compedu.2018.03.011 © 2018. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/Online education provides the opportunity to present lecture material to students in different formats or modalities, however there is debate about which lecture formats are best. Here, we conducted four experiments with 19–68 year old online participants to address the question of whether visuals of the instructor in online video lectures benefit learning. In Experiments 1 (N = 168) and 2 (N = 206) participants were presented with a lecture in one of three modalities (audio, audio with text, or audio with visuals of the instructor). Participants reported on their attentiveness – mind wandering (MW) – throughout the lecture and then completed a comprehension test. We found no evidence of an advantage for video lectures with visuals of the instructor in terms of a reduction in MW or increase in comprehension. In fact, we found evidence of a comprehension cost, suggesting that visuals of instructors in video lectures may act as a distractor. In Experiments 3 (N = 88) and 4 (N = 109) we explored learners' subjective evaluations of lecture formats across 4 different lecture formats (audio, text, audio + text, audio + instructor, audio + text + instructor). The results revealed learners not only find online lectures with visuals of the instructor more enjoyable and interesting, they believe this format most facilitates their learning. Taken together, these results suggest visuals of the instructor potentially impairs comprehension, but learners prefer and believe they learn most effectively with this format. We refer to as the Instructor Presence Effect and discuss implications for multimedia learning and instructional design.Social Sciences and Humanities Research Council of Canada SSHRC) Insight Discovery Grant (70104)Canada Research Chairs program (056562)Early Researcher Award from the Province of Ontario (058402)Natural Sciences and Engineering Research Council of Canada (NSERC) Discovery Grant (RGPIN-2014-06459