The coupling between spatial attention and other components of task-set: a task switching investigation

Is spatial attention reconfigured independently of, or in tandem with, other task-set components when the task changes? We tracked the eyes of participants cued to perform one of three digit-classification tasks, each consistently associated with a distinct location. Previously we observed, on task switch trials, a substantial delay in orientation to the task-relevant location and tendency to fixate the location of the previously relevant task – “attentional inertia”. In the present experiments the cues specified (and instructions emphasised) the relevant location rather than the current task. In Experiment 1, with explicit spatial cues (arrows or spatial adverbs), the previously documented attentional handicaps all but disappeared, whilst the performance “switch cost” increased. Hence, attention can become decoupled from other aspects of task-set, but at a cost to the efficacy of task-set preparation. Experiment 2 used arbitrary single-letter cues with instructions and a training regime that encouraged participants to interpret the cue as indicating the relevant location rather than task. As in our previous experiments, and unlike in Experiment 1, we now observed clear switch-induced attentional delay and inertia, suggesting that the natural tendency is for spatial attention and task-set to be coupled and that only quasi-exogenous location cues decouple their reconfiguration

Self-paced preparation for a task switch eliminates attentional inertia but not the performance switch cost

This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.The performance overhead associated with changing tasks (the "switch cost") usually diminishes when the task is specified in advance but is rarely eliminated by preparation. A popular account of the "residual" (asymptotic) switch cost is that it reflects "task-set inertia": carry-over of task-set parameters from the preceding trial(s). New evidence for a component of "task-set inertia" comes from eye-tracking, where the location associated with the previously (but no longer) relevant task is fixated preferentially over other irrelevant locations, even when preparation intervals are generous. Might such limits in overcoming task-set inertia in general, and "attentional inertia" in particular, result from suboptimal scheduling of preparation when the time available is outside one's control? In the present study, the stimulus comprised 3 digits located at the points of an invisible triangle, preceded by a central verbal cue specifying which of 3 classification tasks to perform, each consistently applied to just 1 digit location. The digits were presented only when fixation moved away from the cue, thus giving the participant control over preparation time. In contrast to our previous research with experimenter-determined preparation intervals, we found no sign of attentional inertia for the long preparation intervals. Self-paced preparation reduced but did not eliminate the performance switch cost-leaving a clear residual component in both reaction time and error rates. That the scheduling of preparation accounts for some, but not all, components of the residual switch cost, challenges existing accounts of the switch cost, even those which distinguish between preparatory and poststimulus reconfiguration processes. (PsycINFO Database Recor

Transfer of learned category-response associations is modulated by instruction (article)

The dataset associated with this article is available at http://hdl.handle.net/10871/27115This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record.Although instructions often emphasize categories (e.g., odd number → left hand response) rather than specific stimuli (e.g., 3 → left hand response), learning is often interpreted in terms of stimulus-response (S-R) bindings or, less frequently, stimulus-classification (S-C) bindings with little attention being paid to the importance of category-response (C-R) bindings. In a training-transfer paradigm designed to investigate the early stages of category learning, participants were required to classify stimuli according to the category templates presented prior to each block (Experiments 1-4). In some transfer blocks the stimuli, categories and/or responses could be novel or repeated from the preceding training phase. Learning was assessed by comparing the transfer-training performance difference across conditions. Participants were able to rapidly transfer C-R associations to novel stimuli but evidence of S-C transfer was much weaker and S-R transfer was largely limited to conditions where the stimulus was classified under the same category. Thus, even though there was some evidence that learned S-R and S-C associations contributed to performance, learned C-R associations seemed to play a much more important role. In a final experiment (Experiment 5) the stimuli themselves were presented prior to each block, and the instructions did not mention the category structure. In this experiment, the evidence for S-R learning outweighed the evidence for C-R learning, indicating the importance of instructions in learning. The implications for these findings to the learning, cognitive control, and automaticity literatures are discussed.This work was supported by the European Research Council (grant number 312445). Frederick Verbruggen is a Royal Society Wolfson Research Merit Award holder

Transfer of learned category-response associations is modulated by instruction

The article associated with this dataset is located in ORE at: http://hdl.handle.net/10871/27137Raw behavioural data, R scripts (analyses) and Matlab scripts (experiments) for 5 behavioural experiments. Experiment documentation is included as well. The experiments examined how transfer of learned associations is modulated by instructions.This work was supported by the European Research Council (grant number 312445). Frederick Verbruggen is a Royal Society Wolfson Research Merit Award holder

ILC3 function as a double-edged sword in inflammatory bowel diseases

Inflammatory bowel diseases (IBD), composed mainly of Crohn’s disease (CD) and ulcerative colitis (UC), are strongly implicated in the development of intestinal inflammation lesions. Its exact etiology and pathogenesis are still undetermined. Recently accumulating evidence supports that group 3 innate lymphoid cells (ILC3) are responsible for gastrointestinal mucosal homeostasis through moderate generation of IL-22, IL-17, and GM-CSF in the physiological state. ILC3 contribute to the progression and aggravation of IBD while both IL-22 and IL-17, along with IFN-γ, are overexpressed by the dysregulation of NCR− ILC3 or NCR+ ILC3 function and the bias of NCR+ ILC3 towards ILC1 as well as regulatory ILC dysfunction in the pathological state. Herein, we feature the group 3 innate lymphoid cells’ development, biological function, maintenance of gut homeostasis, mediation of IBD occurrence, and potential application to IBD therapy

Transfer of strategic task components across unique tasks that share some common structures

This is the author accepted manuscript.Data accessibility statement: All raw data files, R scripts for data analysis, the scripts used for data collection, as well as the individual picture stimuli from the categorization + motoric training task of Experiment 1 are deposited on the Open Science Framework data repository (https://osf.io/t9whg/)Flexible, adaptive behaviour depends on the application of prior learning to novel contexts (transfer). Transfer can take many forms, but the focus of the present study was on ‘task schemas’ – learning strategies that guide the earliest stages of engaging in a novel task. The central aim was to examine the architecture of task schemas and determine whether strategic task components can expedite learning novel tasks that share some structural components with the training tasks. Groups of participants across two experiments were exposed to different training regimes centred around multiple unique tasks that shared some/all/none of the structural task components (the kinds of stimuli, classifications, and/or responses) but none of the surface features (the specific stimuli, classifications, and/or responses) with the test task (a dot-pattern classification task). Initial test performance was improved (to a degree) in all groups relative to a control group whose training did not include any of the structural components relevant to the test task. The strongest evidence of transfer was found in the motoric, perceptual + categorization, and full schema training groups. This observation indicates that training with some (or all) strategic task components expedited learning of a novel task that shared those components. That is, task schemas were found to be componential and were able to expedite learning a novel task where similar (learning) strategies could be applied to specific elements of the test task.European Research Council (ERC)Carnegie Trust for the Universities of ScotlandExperimental Psychology Societ