Mark Neider

Scene context guides eye movements during visual search

How does scene context guide search behavior to likely target locations? We had observers search for scene-constrained and scene-unconstrained targets, and found that scene-constrained targets were detected faster and with fewer eye movements. Observers also directed more initial saccades to target-consistent scene regions and devoted more time to searching these regions. However, final checking fixations on target-inconsistent regions were common in target-absent trials, suggesting that scene context does not strictly confine search to likely target locations. We interpret these data as evidence for a rapid top-down biasing of search behavior by scene context to the target-consistent regions of a scene.

Coordinating Cognition: The Costs and Benefits of Shared Gaze During Collaborative Search

Collaboration has its benefits, but coordination has its costs. We explored the potential for remotely located pairs of people to collaborate during visual search, using shared gaze and speech. Pairs of searchers wearing eyetrackers jointly performed an O-in-Qs search task alone, or in one of three collaboration conditions: shared gaze (with one searcher seeing a gaze-cursor indicating where the other was looking, and vice versa), shared-voice (by speaking to each other), and shared-gaze-plus-voice (by using both gaze-cursors and speech). Although collaborating pairs performed better than solitary searchers, search in the shared gaze condition was best of all: twice as fast and efficient as solitary search. People can successfully communicate and coordinate their searching labor using shared gaze alone. Strikingly, shared gaze search was even faster than shared-gaze-plus-voice search; speaking incurred substantial coordination costs. We conclude that shared gaze affords a highly efficient method of coordinating parallel activity in a time-critical spatial task.

Pedestrians, vehicles, and cell phones.

With cellular phones and portable music players becoming a staple in everyday life, questions have arisen regarding the attentional deficits that might occur when such devices are used while performing other tasks. Here, we used a street-crossing task in an immersive virtual environment to test how this sort of divided attention affects pedestrian behavior when crossing a busy street. Thirty-six participants navigated through a series of unsigned intersections by walking on a manual treadmill in a virtual environment. While crossing, participants were undistracted, engaged in a hands free cell phone conversation, or listening to music on an iPod. Pedestrians were less likely to successfully cross the road when conversing on a cell phone than when listening to music, even though they took more time to initiate their crossing when conversing on a cell phone ( approximately 1.5s). This success rate difference was driven largely by failures to cross the road in the allotted trial time period (30s), suggesting that when conversing on a cell phone pedestrians are less likely to recognize and act on crossing opportunities.

Striatal Volume Predicts Level of Video Game Skill Acquisition

Video game skills transfer to other tasks, but individual differences in performance and in learning and transfer rates make it difficult to identify the source of transfer benefits. We asked whether variability in initial acquisition and of improvement in performance on a demanding video game, the Space Fortress game, could be predicted by variations in the pretraining volume of either of 2 key brain regions implicated in learning and memory: the striatum, implicated in procedural learning and cognitive flexibility, and the hippocampus, implicated in declarative memory. We found that hippocampal volumes did not predict learning improvement but that striatal volumes did. Moreover, for the striatum, the volumes of the dorsal striatum predicted improvement in performance but the volumes of the ventral striatum did not. Both ventral and dorsal striatal volumes predicted early acquisition rates. Furthermore, this early-stage correlation between striatal volumes and learning held regardless of the cognitive flexibility demands of the game versions, whereas the predictive power of the dorsal striatal volumes held selectively for performance improvements in a game version emphasizing cognitive flexibility. These findings suggest a neuroanatomical basis for the superiority of training strategies that promote cognitive flexibility and transfer to untrained tasks.

Walking and Talking: Dual-Task Effects on Street Crossing Behavior in Older Adults

The ability to perform multiple tasks simultaneously has become increasingly important as technologies such as cell phones and portable music players have become more common. In the current study, we examined dual-task costs in older and younger adults using a simulated street crossing task constructed in an immersive virtual environment with an integrated treadmill so that participants could walk as they would in the real world. Participants were asked to cross simulated streets of varying difficulty while either undistracted, listening to music, or conversing on a cell phone. Older adults were more vulnerable to dual-task impairments than younger adults when the crossing task was difficult; dual-task costs were largely absent in the younger adult group. Performance costs in older adults were primarily reflected in timeout rates. When conversing on a cell phone, older adults were less likely to complete their crossing compared with when listening to music or undistracted. Analysis of time spent next to the street prior to each crossing, where participants were presumably analyzing traffic patterns and making decisions regarding when to cross, revealed that older adults took longer than younger adults to initiate their crossing, and that this difference was exacerbated during cell phone conversation, suggesting impairments in cognitive planning processes. Our data suggest that multitasking costs may be particularly dangerous for older adults even during everyday activities such as crossing the street.

Effects of training strategies implemented in a complex videogame on functional connectivity of attentional networks.

We used the Space Fortress videogame, originally developed by cognitive psychologists to study skill acquisition, as a platform to examine learning-induced plasticity of interacting brain networks. Novice videogame players learned Space Fortress using one of two training strategies: (a) focus on all aspects of the game during learning (fixed priority), or (b) focus on improving separate game components in the context of the whole game (variable priority). Participants were scanned during game play using functional magnetic resonance imaging (fMRI), both before and after 20 h of training. As expected, variable priority training enhanced learning, particularly for individuals who initially performed poorly. Functional connectivity analysis revealed changes in brain network interaction reflective of more flexible skill learning and retrieval with variable priority training, compared to procedural learning and skill implementation with fixed priority training. These results provide the first evidence for differences in the interaction of large-scale brain networks when learning with different training strategies. Our approach and findings also provide a foundation for exploring the brain plasticity involved in transfer of trained abilities to novel real-world tasks such as driving, sport, or neurorehabilitation.

Transfer of skill engendered by complex task training under conditions of variable priority.

We explored the theoretical underpinnings of a commonly used training strategy by examining issues of training and transfer of skill in the context of a complex video game (Space Fortress, Donchin, 1989). Participants trained using one of two training regimens: Full Emphasis Training (FET) or Variable Priority Training (VPT). Transfer of training was assessed with a large battery of cognitive and psychomotor tasks ranging from basic laboratory paradigms measuring reasoning, memory, and attention to complex real-world simulations. Consistent with previous studies, VPT accelerated learning and maximized task mastery. However, the hypothesis that VPT would result in broader transfer of training received limited support. Rather, transfer was most evident in tasks that were most similar to the Space Fortress game itself. Results are discussed in terms of potential limitations of the VPT approach.

An eye movement analysis of multiple object tracking in a realistic environment

To study multiple object tracking under naturalistic conditions, observers tracked 1–4 sharks (9 in total) swimming throughout an underwater scene. Accuracy was high in the Track 1–3 conditions (>92%), but declined when tracking 4 targets (78%). Gaze analyses revealed a dependency between tracking strategy and target number. Observers tracking 2 targets kept their gaze on the target centroid rather than individual objects; observers tracking 4 targets switched their gaze back-and-forth between sharks. Using an oculomotor method for identifying targets lost during tracking, we confirmed that this strategy shift was real and not an artifact of centroid definition. Moreover, we found that tracking errors increased with gaze time on targets, and decreased with time spent looking at the centroid. Depending on tracking load, both centroid and target-switching strategies are used, with accuracy improving with reliance on centroid tracking. An index juggling hypothesis is advanced to explain the suboptimal tendency to fixate tracked objects.

Performance gains from directed training do not transfer to untrained tasks

Given the increasing complexity of the tasks and skills needed in modern society, developing effective training strategies is of tremendous practical importance. Furthermore, training that improves performance of both trained and untrained tasks would be highly efficient. In the present study, we examined how directed training contributes to skill acquisition, and more importantly, to engendering transfer of training to untrained tasks. Participants learned a complex video game for 30 h (Space Fortress, Donchin, Fabiani, & Sanders, 1989) using one of two training regimens: Hybrid Variable-Priority Training (HVT), with a focus on improving specific skills and managing task priority, or Full Emphasis Training (FET) in which participants simply practiced the game to obtain the highest overall score. We compared game performance, retention of training gains, and transfer of training to untrained tasks as a function of the training regimen. Compared to FET, HVT learners reached higher levels of mastery on the game and HVT was particularly beneficial for initially poor performing participants. This benefit persisted seven months after training. However, contrary to expectation, both HVT and FET were unsuccessful in producing transfer to untrained tasks compared to a group that received limited game experience, suggesting that directed training and practice can produce task-specific improvements, but improvements do not necessarily transfer from trained to untrained tasks.

Searching for camouflaged targets: Effects of target-background similarity on visual search

Do observers search for camouflaged targets by looking through the distractors or by scrutinizing the target-similar background? In four experiments observers searched for toy targets among distractors under varying set size and target-background similarity (TBS) conditions. Manual errors and RTs increased with TBS, although search slopes did not significantly differ. Eye movement analyses revealed that the majority of fixations fell on discrete distractors rather than on the target-similar background, even under high TBS conditions. These data suggest a biased search process; salient patterns segmented from a background are preferred while more target-similar unsegmented regions of the background are relatively neglected.