Performance-informed EEG analysis reveals mixed evidence for EEG signatures unique to the processing of time

Certain EEG components (e.g., the contingent negative variation, CNV, or beta oscillations) have been linked to the perception of temporal magnitudes specifically. However, it is as of yet unclear whether these EEG components are really unique to time perception or reflect the perception of magnitudes in general. In the current study we recorded EEG while participants had to make judgments about duration (time condition) or numerosity (number condition) in a comparison task. This design allowed us to directly compare EEG signals between the processing of time and number. Stimuli consisted of a series of blue dots appearing and disappearing dynamically on a black screen. Each stimulus was characterized by its duration and the total number of dots that it consisted of. Because it is known that tasks like these elicit perceptual interference effects that we used a maximum-likelihood estimation (MLE) procedure to determine, for each participant and dimension separately, to what extent time and numerosity information were taken into account when making a judgement in an extensive post hoc analysis. This approach enabled us to capture individual differences in behavioral performance and, based on the MLE estimates, to select a subset of participants who suppressed task-irrelevant information. Even for this subset of participants, who showed no or only small interference effects and thus were thought to truly process temporal information in the time condition and numerosity information in the number condition, we found CNV patterns in the time-domain EEG signals for both tasks that was more pronounced in the time-task. We found no substantial evidence for differences between the processing of temporal and numerical information in the time–frequency domain

Second Chances in Learning:Does a Resit Prospect Lower Study-Time Investments on a First Test?

Previous studies have shown that the prospect of a resit opportunity lowers hypothetical study-time investments for a first exam, as compared to a single-chance exam (i.e., the resit effect). The present paper describes a first experiment in which we aimed to generalize this effect from hypothetical study-time investments to a learning task allowing for the optimization of actual study-time investments while participants studied pairs of pseudowords for a subsequent multiple-choice test, given either a single chance or two chances to pass. Against our expectations, the results of the experiment showed no resit effect for the amount of actual time participants spent studying the materials in the experimental learning task. To better allow for the optimization of study-time investments, the learning task was adapted for a second experiment to include an indication of passing probability. These results, however, also did not show a resit effect. A third experiment addressed whether it was the investment of actual time that led to this absence of a resit effect with the learning task. The results suggested, however, that it was most likely the lack of a priori deliberation that caused this absence of the effect. Taken together with findings from a fourth questionnaire study showing that students seem to take a resit prospect into account by indicating they would have studied more for an exam if the option to resit would not have been available, these findings lead us to argue that a resit prospect may primarily affect advance study-time allocation decisions

Dissociable mechanisms underlying individual differences in visual working memory capacity

Individuals scoring relatively high on measures of working memory tend to be more proficient at controlling attention to minimize the effect of distracting information. It is currently unknown whether such superior attention control abilities are mediated by stronger suppression of irrelevant information, enhancement of relevant information, or both. Here we used steady-state visual evoked potentials (SSVEPs) with the Eriksen flanker task to track simultaneously the attention to relevant and irrelevant information by tagging target and distractors with different frequencies. This design allowed us to dissociate attentional biasing of perceptual processing (via SSVEPs) and stimulus processing in the frontal cognitive control network (via time–frequency analyses of EEG data). We show that while preparing for the upcoming stimulus, high- and low-WMC individuals use different strategies: High-WMC individuals show attentional suppression of the irrelevant stimuli, whereas low-WMC individuals demonstrate attentional enhancement of the relevant stimuli. Moreover, behavioral performance was predicted by trial-to-trial fluctuations in strength of distractor-suppression for high-WMC participants. We found no evidence for WMC-related differences in cognitive control network functioning, as measured by midfrontal theta-band power. Taken together, these findings suggest that early suppression of irrelevant information is a key underlying neural mechanism by which superior attention control abilities are implemented

Controlling the Resit Effect by Means of Investment Depreciation

In accordance with a rational model of study-time investment, we previously found that the prospect of a resit exam leads to lower investments of fictional study-time for a first exam opportunity in an investment game utilizing simulated exams. In the current study, we investigated whether the depreciation of one’s first-exam investment reduces the resit effect. Specifically, we investigated study-time investments for a simulated multiple-choice exam in which 0, 50, or 100% of the initial study-time investment was lost before the resit exam. In accordance with our predictions, we found that the magnitude of the resit effect decreased as investment depreciation increased. This finding suggests that the negative effect of resit exams on study-time investment may be countered by creating conditions under which investment depreciation (i.e. forgetting) is expected to occur, for instance, by increasing the temporal interval between the first attempt and resit exam

No evidence for an attentional bias towards implicit temporal regularities

Action and perception are optimized by exploiting temporal regularities, and it has been suggested that the attentional system prioritizes information that contains some form of structure. Indeed, Zhao, Al-Aidroos, and Turk-Browne (Psychological Science, 24(5), 667-677, 2013) found that attention was biased towards the location and low-level visual features of shapes that appeared with a regular order but were irrelevant for the main search task. Here, we investigate whether this bias also holds for irrelevant metrical temporal regularities. In six experiments, participants were asked to perform search tasks. In Experiments 1a-d, sequences of squares, each presented at one of four locations, appeared in between the search trials. Crucially, in one location, the square appeared with a regular rhythm, whereas the timing in the other locations was random. In Experiments 2a and 2b, a sequence of centrally presented colored circles was shown in between the search trials, of which one specific color appeared regularly. We expected that, if attention is automatically biased towards these temporal regularities, reaction times would be faster if the target matches the location (Experiments 1a-d) or color (Experiments 2a-b) of the regular stimulus. However, no reaction time benefit was observed for these targets, suggesting that there was no attentional bias towards the regularity. In addition, we found no evidence for attentional entrainment to the rhythmic stimulus. These results suggest that people do not use implicit rhythmic temporal regularities to guide their attention in the same way as they use order regularities

Do Resit Exams Promote Lower Investments of Study Time? Theory and Data from a Laboratory Study

Although many educational institutions allow students to resit exams, a recently proposed mathematical model suggests that this could lead to a dramatic reduction in study-time investment, especially in rational students. In the current study, we present a modification of this model in which we included some well-justified assumptions about learning and performance on multiple-choice tests, and we tested its predictions in two experiments in which participants were asked to invest fictional study time for a fictional exam. Consistent with our model, the prospect of a resit exam was found to promote lower investments of study time for a first exam and this effect was stronger for participants scoring higher on the cognitive reflection test. We also found that the negative effect of resit exams on study-time investment was attenuated when access to the resit was made uncertain by making it probabilistic or dependent on obtaining a minimal, non-passing grade for the first attempt. Taken together, these results suggest that offering students resit exams may compromise the achievement of learning goals, and they raise the more general implication that second chances promote risky behavior