Evan F. Risko

Item-specific adaptation and the conflict-monitoring hypothesis: a computational model.

M. M. Botvinick, T. S. Braver, D. M. Barch, C. S. Carter, and J. D. Cohen (2001) implemented their conflict-monitoring hypothesis of cognitive control in a series of computational models. The authors of the current article first demonstrate that M. M. Botvinick et al.s (2001) conflict-monitoring Stroop model fails to simulate L. L. Jacoby, D. S. Lindsay, and S. Hesselss (2003) report of an item-specific proportion-congruent (ISPC) effect in the Stroop task. The authors then implement a variant of M. M. Botvinick et al.s model based on the assumption that control must be able to operate at the item level. This model successfully simulates the ISPC effect. In addition, the model provides an alternative to M. M. Botvinick et al.s explanation of the list-level proportion-congruent effect in terms of an ISPC effect. Implications of the present modeling effort are discussed.

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.

Mathematics anxiety affects counting but not subitizing during visual enumeration.

Individuals with mathematics anxiety have been found to differ from their non-anxious peers on measures of higher-level mathematical processes, but not simple arithmetic. The current paper examines differences between mathematics anxious and non-mathematics anxious individuals in more basic numerical processing using a visual enumeration task. This task allows for the assessment of two systems of basic number processing: subitizing and counting. Mathematics anxious individuals, relative to non-mathematics anxious individuals, showed a deficit in the counting but not in the subitizing range. Furthermore, working memory was found to mediate this group difference. These findings demonstrate that the problems associated with mathematics anxiety exist at a level more basic than would be predicted from the extant literature.

Challenging the reliability and validity of cognitive measures: The case of the numerical distance effect

The numerical distance effect (NDE) is one of the most robust effects in the study of numerical cognition. However, the validity and reliability of distance effects across different formats and paradigms has not been assessed. Establishing whether the distance effect is both reliable and valid has important implications for the use of this paradigm to index the processing and representation of numerical magnitude in both behavioral and neuroimaging studies. In light of this, we examine the reliability and validity of frequently employed variants (and one new variant) of the numerical comparison task: two symbolic comparison variants and two nonsymbolic comparison variants. The results of two experiments demonstrate that measures of the NDE that use nonsymbolic stimuli are far more reliable than measures of the NDE that use symbolic stimuli. With respect to correlations between measures, we find evidence that the NDE that arises using symbolic stimuli is uncorrelated with the NDE that is elicited by using nonsymbolic stimuli. Results are discussed with respect to their implications for the use of the NDE as a metric of numerical processing and representation in research with both children and adults.

Eyes wide shut: implied social presence, eye tracking and attention

People often behave differently when they know they are being watched. Here, we report the first investigation of whether such social presence effects also influence looking behavior—a popular measure of attention allocation. We demonstrate that wearing an eye tracker, an implied social presence, leads individuals to avoid looking at particular stimuli. These results demonstrate that an implied social presence, here an eye tracker, can alter looking behavior. These data provide a new manipulation of social attention, as well as presenting a methodological challenge to researchers using eye tracking.

Mind-Wandering With and Without Intention.

The past decade has seen a surge of research examining mind-wandering, but most of this research has not considered the potential importance of distinguishing between intentional and unintentional mind-wandering. However, a recent series of papers have demonstrated that mind-wandering reported in empirical investigations frequently occurs with and without intention, and, more crucially, that intentional and unintentional mind-wandering are dissociable. This emerging literature suggests that, to increase clarity in the literature, there is a need to reconsider the bulk of the mind-wandering literature with an eye toward deconvolving these two different cognitive experiences. In this review we highlight recent trends in investigations of the intentionality of mind-wandering, and we outline a novel theoretical framework regarding the mechanisms underlying intentional and unintentional mind-wandering.

On the Necessity of Distinguishing Between Unintentional and Intentional Mind Wandering

In recent years, there has been an enormous increase in the number of studies examining mind wandering. Although participants’ reports of mind wandering are often assumed to largely reflect spontaneous, unintentional thoughts, many researchers’ conceptualizations of mind wandering have left open the possibility that at least some of these reports reflect deliberate, intentional thought. Critically, however, in most investigations on the topic, researchers have not separately assessed each type of mind wandering; instead, they have measured mind wandering as a unitary construct, thereby conflating intentional and unintentional types. We report the first compelling evidence that an experimental manipulation can have qualitatively different effects on intentional and unintentional types of mind wandering. This result provides clear evidence that researchers interested in understanding mind wandering need to consider the distinction between unintentional and intentional occurrences of this phenomenon.

Everyday attention: Mind wandering and computer use during lectures

The influx of technology into the classroom presents a serious challenge for educators and researchers. One of the greatest challenges is to better understand, given our knowledge of the demands of dual tasking, how the distraction posed by this technology influences educational outcomes. In the present investigation we explore the impact of engaging in computer mediated non-lecture related activities (e.g., email, surfing the web) during a lecture on attention to, and retention of, lecture material. We test a number of predictions derived from existing research on dual tasking. Results demonstrate a significant cost of engaging in computer mediated non-lecture related activities to both attention and retention of lecture material, a reduction in the frequency of mind wandering during the lecture, and evidence for difficulty coordinating attention in lectures with distractions present. Discussion focuses on the theoretical and practical implications of these results for dividing attention in the classroom.

Recurrence quantification analysis of eye movements

Recurrence quantification analysis (RQA) has been successfully used for describing dynamic systems that are too complex to be characterized adequately by standard methods in time series analysis. More recently, RQA has been used for analyzing the coordination of gaze patterns between cooperating individuals. Here, we extend RQA to the characterization of fixation sequences, and we show that the global and local temporal characteristics of fixation sequences can be captured by a small number of RQA measures that have a clear interpretation in this context. We applied RQA to the analysis of a study in which observers looked at different scenes under natural or gaze-contingent viewing conditions, and we found large differences in the RQA measures between the viewing conditions, indicating that RQA is a powerful new tool for the analysis of the temporal patterns of eye movement behavior.

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering.

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participants memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individuals attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention.