Resuming a Dynamic Task Following Increasingly Long Interruptions: The Role of Working Memory and Reconstruction

Interruption in visual search: a systematic review

Visual search, the process of trying to find a target presented among distractors, is a much-studied cognitive task. Less well-studied is the condition in which the search task is interrupted before the target is found. The consequences of such interruptions in visual search have been investigated across various disciplines, which has resulted in diverse and at times contradictory findings. The aim of this systematic review is to provide a more cohesive understanding of the effects of interruptions in visual search. For this purpose, we identified 28 studies that met our inclusion criteria. To facilitate a more organized and comprehensive analysis, we grouped the studies based on three dimensions: the search environment, the interruption aftermath, and the type of the interrupting event. While interruptions in visual search are variable and manifest differently across studies, our review provides a foundational scheme for a more cohesive understanding of the subject. This categorization serves as a starting point for exploring potential future directions, which we delineate in our conclusions.

Experiential and Cognitive Predictors of Sight-Singing Performance in Music Higher Education

Sight-singing is prevalent in aural skill classes, where learners differ in experience and cognitive abilities. In this research, we investigated whether musical experience, level of study, and working memory capacity (WMC) can predict sight-singing performance and if there is a correlation between WMC and performance among some subgroups of participants. We hypothesized that more experienced students and those with a higher WMC might sight-sing better than those with less experience and lesser WMC. We also hypothesized that the relationship between WMC and sight-singing performance would be more salient for less experienced and less proficient sight-singers. We surveyed 56 subjects about their experience with music, assessed their WMC, and evaluated their performance on a short sight-singing task. The results showed that the age when students began learning music could predict sight-singing performance independently from the number of years of experience and the educational level, suggesting a possible developmental component to sight-singing skill. We also found a negative relationship between WMC and pitch score in the low-performing group and between rhythm and pitch score, suggesting that pitch and rhythm are processed differently. Teachers should be aware of how students' backgrounds might be related to performance and encourage them to develop strong automated skills, such as reading music or singing basic tonal patterns.