The time course of temporal preparation in an applied setting: a study of gaming behavior

Restoration of Attention by Rest in a Multitasking World: Theory, Methodology, and Empirical Evidence

In this work, we evaluate the status of both theory and empirical evidence in the field of experimental rest-break research based on a framework that combines mental-chronometry and psychometric-measurement theory. To this end, we (1) provide a taxonomy of rest breaks according to which empirical studies can be classified (e.g., by differentiating between long, short, and micro-rest breaks based on context and temporal properties). Then, we (2) evaluate the theorizing in both the basic and applied fields of research and explain how popular concepts (e.g., ego depletion model, opportunity cost theory, attention restoration theory, action readiness, etc.) relate to each other in contemporary theoretical debates. Here, we highlight differences between all these models in the light of two symbolic categories, termed the resource-based and satiation-based model, including aspects related to the dynamics and the control (strategic or non-strategic) mechanisms at work. Based on a critical assessment of existing methodological and theoretical approaches, we finally (3) provide a set of guidelines for both theory building and future empirical approaches to the experimental study of rest breaks. We conclude that a psychometrically advanced and theoretically focused research of rest and recovery has the potential to finally provide a sound scientific basis to eventually mitigate the adverse effects of ever increasing task demands on performance and well-being in a multitasking world at work and leisure.

Motivation alters implicit temporal attention through sustained and transient mechanisms: A behavioral and pupillometric study

Temporal expectations aid performance by allowing the optimization of attentional readiness at moment of highest target probability. Reward enhances cognitive performance through its action on preparatory and reactive attentional processes. To elucidate how motivation interacts with mechanisms of implicit temporal attention, we studied healthy young adult participants (N = 73) performing a sustained attention task with simultaneous pupillometric recording, under different reward conditions (baseline: 0 c; reward: 10 c/fast response). Target timing was temporally unpredictable (variable foreperiod: 2-10 s, uniformly distributed), in which case implicitly formed timing expectations. Trials were binned according to current foreperiod (FP_n ; short: 2-6 s; long: 6-10 s) and preceding foreperiod (FP_n-1 ; short: 2-6 s; long: 6-10 s). Overall, performance data showed the expected temporal attention effects, with slower responses after shorter FP_n s, particularly when they followed longer FP_n-1 s. Moreover, these temporal effects were significantly reduced in the reward condition. While performance improved in all trial types, the largest benefit appeared in trials that were normally most disadvantaged by invalid temporal expectation. Furthermore, reward motivation was accompanied by an increase in sustained (prestimulus) and transient (poststimulus response) pupil diameter. The latter effect was particularly evident following short FP_n s. The current findings suggest that reward motivation can improve overall attentional performance and reduce implicit temporal bias, both through preparatory and reactive attentional mechanisms.

Mobilizing cognition for speeded action: try-harder instructions promote motivated readiness in the constant-foreperiod paradigm

We examined the effect of motivational readiness on cognitive performance. An important but still not sufficiently elaborated question is whether individuals can voluntarily increase cognitive efficiency for an impending target event, given sufficient preparation time. Within the framework of the constant-foreperiod design (comparing reaction time performance in blocks of short and long foreperiod intervals, FPs), we examined the effect of an instruction to try harder (instructional cue: standard vs. effort) in a choice-reaction task on performance speed and variability. Proceeding from previous theoretical considerations, we expected the instruction to speed-up processing irrespective of FP length, while error rate should be increased in the short-FP but decreased in the long-FP condition. Overall, the results confirmed this prediction. Importantly, the distributional (ex-Gaussian and delta plot) analysis revealed that the instruction to try harder decreased distributional skewness (i.e., longer percentiles were more affected), indicating that mobilization ensured temporal performance stability (persistence).

Rapid, generalized adaptation to asynchronous audiovisual speech

The brain is adaptive. The speed of propagation through air, and of low-level sensory processing, differs markedly between auditory and visual stimuli; yet the brain can adapt to compensate for the resulting cross-modal delays. Studies investigating temporal recalibration to audiovisual speech have used prolonged adaptation procedures, suggesting that adaptation is sluggish. Here, we show that adaptation to asynchronous audiovisual speech occurs rapidly. Participants viewed a brief clip of an actor pronouncing a single syllable. The voice was either advanced or delayed relative to the corresponding lip movements, and participants were asked to make a synchrony judgement. Although we did not use an explicit adaptation procedure, we demonstrate rapid recalibration based on a single audiovisual event. We find that the point of subjective simultaneity on each trial is highly contingent upon the modality order of the preceding trial. We find compelling evidence that rapid recalibration generalizes across different stimuli, and different actors. Finally, we demonstrate that rapid recalibration occurs even when auditory and visual events clearly belong to different actors. These results suggest that rapid temporal recalibration to audiovisual speech is primarily mediated by basic temporal factors, rather than higher-order factors such as perceived simultaneity and source identity.

The Effects of Video Games on Cognition and Brain Structure: Potential Implications for Neuropsychiatric Disorders

Video games are now a ubiquitous form of entertainment that has occasionally attracted negative attention. Video games have also been used to test cognitive function, as therapeutic interventions for neuropsychiatric disorders, and to explore mechanisms of experience-dependent structural brain changes. Here, we review current research on video games published from January 2011 to April 2014 with a focus on studies relating to mental health, cognition, and brain imaging. Overall, there is evidence that specific types of video games can alter brain structure or improve certain aspects of cognitive functioning. Video games can also be useful as neuropsychological assessment tools. While research in this area is still at a very early stage, there are interesting results that encourage further work in this field, and hold promise for utilizing this technology as a powerful therapeutic and experimental tool.