Eye-closure increases children's memory accuracy for visual material

Decoupling of the pupillary light response during internal attention: The modulating effect of luminance intensity

In a world full of sensory stimuli, attention guides us between the external environment and our internal thoughts. While external attention involves processing sensory stimuli, internal attention is devoted to self-generated representations such as planning or spontaneous mind wandering. They both draw from common cognitive resources, thus simultaneous engagement in both often leads to interference between processes. In order to maintain internal focus, an attentional mechanism known as perceptual decoupling takes effect. This mechanism supports internal cognition by decoupling attention from the perception of sensory information. Two previous studies of our lab investigated to what extent perceptual decoupling is evident in voluntary eye movements. Findings showed that the effect is mediated by the internal task modality and workload (visuospatial > arithmetic and high > low, respectively). However, it remains unclear whether it extends to involuntary eye behavior, which may not share cognitive resources with internal activities. Therefore, the present experiment aimed to further elucidate attentional dynamics by examining whether internal attention affects the pupillary light response (PLR). Specifically, we consistently observed that workload and task modality of the internal task reduced the PLR to luminance changes of medium intensity. However, the PLR to strong luminance changes was less or not at all affected by the internal task. These results suggest that perceptual decoupling effects may be less consistent in involuntary eye behavior, particularly in the context of a salient visual stimulus.

Effects of internally directed cognition on smooth pursuit eye movements: A systematic examination of perceptual decoupling

Eye behavior differs between internally and externally directed cognition and thus is indicative of an internal versus external attention focus. Recent work implicated perceptual decoupling (i.e., eye behavior becoming less determined by the sensory environment) as one of the key mechanisms involved in these attention-related eye movement differences. However, it is not yet understood how perceptual decoupling depends on the characteristics of the internal task. Therefore, we systematically examined effects of varying internal task demands on smooth pursuit eye movements. Specifically, we evaluated effects of the internal workload (control vs. low vs. high) and of internal task (arithmetic vs. visuospatial). The results of multilevel modelling showed that effects of perceptual decoupling were stronger for higher workload, and more pronounced for the visuospatial modality. Effects also followed a characteristic time-course relative to internal operations. The findings provide further support of the perceptual decoupling mechanism by showing that it is sensitive to the degree of interference between external and internal information.

Eye-closure effects and the influence of short-term storage and processing capacity on episodic memory

Two experiments investigated differences in short-term storage and processing capacity on the magnitude of eye-closure effects on episodic memory. Experiment 1 compared individuals with high (vs. low) forward and backward spans in the free-recall of words retrieved under both eyes closed and open conditions. Main effects of both forward and backward span capacity (greater recall for the high span group) and eye-closure (higher recall with eyes closed) were found. Eye-closure was also associated with more "remember" responses. Experiment 2 compared individuals with high (vs. low) reading spans and found both main effects for reading span and eye-closure (greater recall for the high span group and with eyes closed). Remember responses were associated with both high reading span and eye-closure. The absence of interactions is discussed in terms of explanations of eye-closure effects that differentiate between modality-general and modality-specific processes.

Computational discrimination between natural images based on gaze during mental imagery

When retrieving image from memory, humans usually move their eyes spontaneously as if the image were in front of them. Such eye movements correlate strongly with the spatial layout of the recalled image content and function as memory cues facilitating the retrieval procedure. However, how close the correlation is between imagery eye movements and the eye movements while looking at the original image is unclear so far. In this work we first quantify the similarity of eye movements between recalling an image and encoding the same image, followed by the investigation on whether comparing such pairs of eye movements can be used for computational image retrieval. Our results show that computational image retrieval based on eye movements during spontaneous imagery is feasible. Furthermore, we show that such a retrieval approach can be generalized to unseen images.

Eye-closure & the retrieval of item-specific information in recognition memory

Two experiments investigated the effect of eye-closure on visual and auditory memory under conditions based on the retrieval of item-specific information. Experiment 1 investigated visual recognition memory for studied, perceptually similar and unrelated items. It was found that intermittent eye-closure increased memory for studied items and decreased memory for related items. This finding was reflected by enhanced item-specific and reduced gist memory. Experiment 2 used the Deese-Roediger-McDermott (DRM) paradigm to assess auditory recognition memory for studied, related and unrelated words that had (vs. had not) been accompanied by pictures during encoding. Pictures but not eye-closure produced a picture superiority effect by enhancing memory for studied items. False memory was reduced by pictures but not eye-closure. Methodological and theoretical considerations are discussed in relation to existing explanations of eye-closure and retrieval strategies.

Improving the position of resuscitation team leader with simulation (IMPORTS); a pilot cross-sectional randomized intervention study

BACKGROUND

Leadership and teamwork are important contributory factors in determining cardiac resuscitation performance and clinical outcome. We aimed to determine whether fixed positioning of the resuscitation team leader (RTL) relative to the patient influences leadership qualities during cardiac resuscitation using simulation.

METHODS

A cross-sectional randomized intervention study over 12 months' duration was conducted in university hospital simulation lab. ACLS-certified medical doctors were assigned to run 2 standardized simulated resuscitation code as RTL from a head-end position (HEP) and leg-end position (LEP). They were evaluated on leadership qualities including situational attentiveness (SA), errors detection (ED), and decision making (DM) using a standardized validated resuscitation-code-checklist (RCC). Performance was assessed live by 2 independent raters and was simultaneously recorded. RTL self-perceived performance was compared to measured performance.

RESULTS

Thirty-four participants completed the study. Mean marks for SA were 3.74 (SD ± 0.96) at HEP and 3.54 (SD ± 0.92) at LEP, P = .48. Mean marks for ED were 2.43 (SD ± 1.24) at HEP and 2.21 (SD ± 1.14) at LEP, P = .40. Mean marks for DM were 4.53 (SD ± 0.98) at HEP and 4.47 (SD ± 0.73) at LEP, P = .70. The mean total marks were 10.69 (SD ± 1.82) versus 10.22 (SD ± 1.93) at HEP and LEP respectively, P = .29 which shows no significance difference in all parameters. Twenty-four participants (71%) preferred LEP for the following reasons, better visualization (75% of participants); more room for movement (12.5% of participants); and better communication (12.5% of participants). RTL's perceived performance did not correlate with actual performance CONCLUSION:: The physical position either HEP or LEP appears to have no influence on performance of RTL in simulated cardiac resuscitation. RTL should be aware of the advantages and limitations of each position.

When visual stimulation of the surrounding environment affects children's cognitive performance

Visual distraction is widely studied in children, particularly in visuospatial cognitive tasks. In these studies, targets and distractors are usually shown in the same display (e.g., the computer screen). However, children are constantly exposed to visually enriched environments (e.g., elementary school classrooms), and little is known about their influence on children's cognition. Although the importance of the surrounding environment is well recognized in the literature, few experimental studies have explored this question. We propose an alternative paradigm to study visual distraction in children that brings together the rigor of experimental psychology and more ecological validity on the exposure to potential environmental distractors. Our study was designed to investigate whether a high-load versus low-load visual surrounding environment influences children's cognitive performance as evaluated by four different cognitive tasks. A sample of 64 children (aged 8-12 years) completed two sessions in two environmental conditions: a high-load visual surrounding environment and a low-load environment. In each session, they performed visuospatial attention and memory tasks. Overall, the results suggested that the high-load visual environment affected children's cognitive performance given that children performed better in the low-load visual environment (e.g., higher percentage of hits, higher Corsi span). Understanding the impact that a visually rich surrounding environment has on children's cognitive processes that support more complex ones is important to support recommendations on how the environment should be organized to foster better daily activities.

Eye-Closure Enhances Creative Performance on Divergent and Convergent Creativity Tasks

In today's world of rapid changes and increasing complexity, understanding and enhancing creativity is of critical importance. Studies investigating EEG correlates of creativity linked power in the alpha frequency band to creativity, and alpha-power has been interpreted as reflecting attention on internal mental representations and inhibition of external sensory input. Thus far, however, there is no direct evidence for the idea that internally directed attention facilitates creativity. The aim of the current study was to experimentally investigate the relationship between eye-closure-a simple and effective means to stimulate internally directed attention-and creativity. Moreover, to test whether the potential beneficial effect of eye-closure is specific for creativity, or whether it improves general cognitive functioning, the current study tested the effect of eye-closure on creativity and on working memory (WM). Participants completed four tasks to measure divergent and convergent creativity (Adapted Alternative Uses (AAU) Test, Remote Associates Test (RAT), Sentence Construction Test, and Word Construction Test), and one task to measure WM (Digit Span Test). For each task, participants had to perform two versions, one version with eyes open and one version with eyes closed. Eye-closure facilitated creative performance on the classical divergent and convergent creativity tasks (AAU Test and RAT). No effect of eye-closure was observed on the WM task. These findings provide a novel and easily applicable means to enhance divergent and convergent creativity through eye-closure.

Oculomotor behavior during non-visual tasks: The role of visual saliency

Background

During visual exploration or free-view, gaze positioning is largely determined by the tendency to maximize visual saliency: more salient locations are more likely to be fixated. However, when visual input is completely irrelevant for performance, such as with non-visual tasks, this saliency maximization strategy may be less advantageous and potentially even disruptive for task-performance. Here, we examined whether visual saliency remains a strong driving force in determining gaze positions even in non-visual tasks. We tested three alternative hypotheses: a) That saliency is disadvantageous for non-visual tasks and therefore gaze would tend to shift away from it and towards non-salient locations; b) That saliency is irrelevant during non-visual tasks and therefore gaze would not be directed towards it but also not away-from it; c) That saliency maximization is a strong behavioral drive that would prevail even during non-visual tasks.

Methods

Gaze position was monitored as participants performed visual or non-visual tasks while they were presented with complex or simple images. The effect of attentional demands was examined by comparing an easy non-visual task with a more difficult one.

Results

Exploratory behavior was evident, regardless of task difficulty, even when the task was non-visual and the visual input was entirely irrelevant. The observed exploratory behaviors included a strong tendency to fixate salient locations, central fixation bias and a gradual reduction in saliency for later fixations. These exploratory behaviors were spatially similar to those of an explicit visual exploration task but they were, nevertheless, attenuated. Temporal differences were also found: in the non-visual task there were longer fixations and later first fixations than in the visual task, reflecting slower visual sampling in this task.

Conclusion

We conclude that in the presence of a rich visual environment, visual exploration is evident even when there is no explicit instruction to explore. Compared to visually motivated tasks, exploration in non-visual tasks follows similar selection mechanisms, but occurs at a lower rate. This is consistent with the view that the non-visual task is the equivalent of a dual-task: it combines the instructed task with an uninstructed, perhaps even mandatory, exploratory behavior.

Looking for ideas: Eye behavior during goal-directed internally focused cognition

Humans have a highly developed visual system, yet we spend a high proportion of our time awake ignoring the visual world and attending to our own thoughts. The present study examined eye movement characteristics of goal-directed internally focused cognition. Deliberate internally focused cognition was induced by an idea generation task. A letter-by-letter reading task served as external task. Idea generation (vs. reading) was associated with more and longer blinks and fewer microsaccades indicating an attenuation of visual input. Idea generation was further associated with more and shorter fixations, more saccades and saccades with higher amplitudes as well as heightened stimulus-independent variation of eye vergence. The latter results suggest a coupling of eye behavior to internally generated information and associated cognitive processes, i.e. searching for ideas. Our results support eye behavior patterns as indicators of goal-directed internally focused cognition through mechanisms of attenuation of visual input and coupling of eye behavior to internally generated information.

Effects of distraction on memory and cognition: a commentary

This commentary is a review of the findings and ideas reported in the preceding nine articles on the effects of distraction on aspects of cognitive performance. The articles themselves deal with the disruptive effects of distraction on recall of words, objects and events, also on visual processing, category formation and other cognitive tasks. The commentary assesses the part played by "domain-general" suppression of distracting information and the "domain-specific" competition arising when tasks and distraction involve very similar material. Some forms of distraction are meaningfully relevant to the ongoing task, and Treisman's (1964) model of selective attention is invoked to provide an account of findings in this area. Finally, individual differences to vulnerability to distraction are discussed; older adults are particularly affected by distracting stimuli although the failure to repress distraction can sometimes prove beneficial to later cognitive performance.