James H. Kryklywy

The amygdala encodes level of perceived fear but not emotional ambiguity in visual scenes

There are two current models of amygdala functioning with regard to identification of emotional expression. Classic models propose that the amygdala contributes to emotional expression recognition and empathy by encoding the level of threat or distress, and as such, responds greatest to more potent fearful cues. However, recent evidence suggests that the amygdala directs attention to relevant object features to disambiguate the stimulus (e.g., the eyes of a fearful face). The present study used fMRI to investigate amygdala functioning during the perception and identification of emotion in complex visual scenes. Participants later rated the images on levels of fear, disgust and arousal. These ratings were used to identify stimuli that were emotionally-ambiguous, emotionally-discrete, and non-emotional for each individual. A whole-brain and ROI approach was used to identify the nature of the amygdala response to visual scenes. Amygdala activity was associated with higher levels of fear in stimuli and was found to reflect the level of arousal in complex visual scenes. In contrast, no activity was observed that would indicate that the amygdala was modulated by emotional ambiguity when discriminating between fearful and disgusting visual scenes. These results are consistent with models that implicate the amygdala in the evaluation and representation of the intensity of fear, and imply that the functional contribution of the amygdala to deciphering threat in visual scenes likely extends beyond the search for emotionally salient features. The results also suggest that using attention to remedy emotion recognition abnormalities in at-risk populations with amygdala dysfunction may not address all key deficits associated with contributions of the amygdala to emotion and empathy.

The eye of the beholder: Can patterns in eye movement reveal aptitudes for spatial reasoning?

Mental rotation ability (MRA) is linked to academic success in the spatially complex Science, Technology, Engineering, Medicine, and Mathematics (STEMM) disciplines, and anatomical sciences. Mental rotation literature suggests that MRA may manifest in the movement of the eyes. Quantification of eye movement data may serve to distinguish MRA across individuals, and serve as a consideration when designing visualizations for instruction. It is hypothesized that high‐MRA individuals will demonstrate fewer eye fixations, conduct shorter average fixation durations (AFD), and demonstrate shorter response times, than low‐MRA individuals. Additionally, individuals with different levels of MRA will attend to different features of the block‐figures presented in the electronic mental rotations test (EMRT). All participants (n = 23) completed the EMRT while metrics of eye movement were collected. The test required participants view pairs of three‐dimensional (3D) shapes, and identify if the pair is rotated but identical, or two different structures. Temporal analysis revealed no significant correlations between response time, average fixation durations, or number of fixations and mental rotation ability. Further analysis of within‐participant variability yielded a significant correlation for response time variability, but no correlation between AFD variability and variability in the number of fixations. Additional analysis of salience revealed that during problem solving, individuals of differing MRA attended to different features of the block images; suggesting that eye movements directed at salient features may contribute to differences in mental rotations ability, and may ultimately serve to predict success in anatomy. Anat Sci Educ 9: 357–366.

Different perspectives: Spatial ability influences where individuals look on a timed spatial test

Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with different spatial ability, eye movements were measured in individuals completing a timed electronic mental rotation test (EMRT). The EMRT was based on the line drawings of Shepherd and Metzler. Individuals deduced whether image pairs were rotations (same) or mirror images (different). It was hypothesized that individuals with high spatial ability (HSA) would demonstrate shorter average fixation durations during problem solving and attend to different features of the EMRT than low spatial ability (LSA) counterparts. Moreover, question response accuracy would be associated with fewer fixations and shorter average response times, regardless of spatial reasoning ability. Average fixation duration in the HSA group was shorter than LSA (F(1,8) = 7.99; P = 0.022). Importantly, HSA and LSA individuals looked to different regions of the EMRT images (Fisher Exact Test: 12.47; P = 0.018); attending to the same locations only 34% of the time. Correctly answered questions were characterized by fewer fixations per question (F(1, 8) = 18.12; P = 0.003) and shorter average response times (F(1, 8) = 23.89; P = 0.001). The results indicate that spatial ability may influence visual attention to salient areas of images and this may be key to problem solving processes for low spatial individuals. Anat Sci Educ 10: 224–234.

Emotion modulates allocentric but not egocentric stimulus localization: implications for dual visual systems perspectives.

Considerable evidence suggests that emotional cues influence processing prioritization and neural representations of stimuli. Specifically, within the visual domain, emotion is known to impact ventral stream processes and ventral stream-mediated behaviours; it remains unclear, however, the extent to which emotion impacts dorsal stream processes. In the present study, participants localized a visual target stimulus embedded within a background array utilizing allocentric localization (requiring an object-centred representation of visual space to perform an action) and egocentric localization (requiring purely target-directed actions), which are thought to differentially rely on the ventral versus dorsal visual stream, respectively. Simultaneously, a task-irrelevant negative, positive or neutral sound was presented to produce an emotional context. In line with predictions, we found that during allocentric localization, response accuracy was enhanced in the context of negative compared to either neutral or positive sounds. In contrast, no significant effects of emotion were identified during egocentric localization. These results raise the possibility that negative emotional auditory contexts enhance ventral stream, but not dorsal stream, processing in the visual domain. Furthermore, this study highlights the complexity of emotion–cognition interactions, indicating how emotion can have a differential impact on almost identical overt behaviours that may be governed by distinct neurocognitive systems.

Time Limits in Testing: An Analysis of Eye Movements and Visual Attention in Spatial Problem Solving.

Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question‐by‐question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (κ = 0.25), than the LMRA (κ = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. Anat Sci Educ 10: 528–537.

Decoding auditory spatial and emotional information encoding using multivariate versus univariate techniques

Emotion can have diverse effects on behaviour and perception, modulating function in some circumstances, and sometimes having little effect. Recently, it was identified that part of the heterogeneity of emotional effects could be due to a dissociable representation of emotion in dual pathway models of sensory processing. Our previous fMRI experiment using traditional univariate analyses showed that emotion modulated processing in the auditory ‘what’ but not ‘where’ processing pathway. The current study aims to further investigate this dissociation using a more recently emerging multi-voxel pattern analysis searchlight approach. While undergoing fMRI, participants localized sounds of varying emotional content. A searchlight multi-voxel pattern analysis was conducted to identify activity patterns predictive of sound location and/or emotion. Relative to the prior univariate analysis, MVPA indicated larger overlapping spatial and emotional representations of sound within early secondary regions associated with auditory localization. However, consistent with the univariate analysis, these two dimensions were increasingly segregated in late secondary and tertiary regions of the auditory processing streams. These results, while complimentary to our original univariate analyses, highlight the utility of multiple analytic approaches for neuroimaging, particularly for neural processes with known representations dependent on population coding.

Guiding low spatial ability individuals through visual cueing: The dual importance of where and when to look: Guiding the Learner through Visual Cueing

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low‐performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye‐movement patterns of high‐performing individuals, collected via eye‐tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve students interpretation of visual content. Anat Sci Educ.