Facilitation by exogenous attention for static and dynamic gestalt groups

The Architecture of Object-Based Attention

The allocation of attention to objects raises several intriguing questions: What are objects, how does attention access them, what anatomical regions are involved? Here, we review recent progress in the field to determine the mechanisms underlying object-based attention. First, findings from unconscious priming and cueing suggest that the preattentive targets of object-based attention can be fully developed object representations that have reached the level of identity. Next, the control of object-based attention appears to come from ventral visual areas specialized in object analysis that project downward to early visual areas. How feedback from object areas can accurately target the object's specific locations and features is unknown but recent work in autoencoding has made this plausible. Finally, we suggest that the three classic modes of attention may not be as independent as is commonly considered, and instead could all rely on object-based attention. Specifically, studies show that attention can be allocated to the separated members of a group-without affecting the space between them-matching the defining property of feature-based attention. At the same time, object-based attention directed to a single small item has the properties of space-based attention. We outline the architecture of object-based attention, the novel predictions it brings, and discuss how it works in parallel with other attention pathways.

Visual reflexive attention as a useful measure of development

Cognitive psychology began over three-quarters of a century ago and we have learned a great deal in that time, including concerning the development of cognitive abilities such as perception, attention, and memory, all of which develop across infancy and childhood. Attention is one aspect of cognition that is vital to success in a variety of life activities and, arguably, the foundation of memory, learning, problem solving, decision making, and other cognitive activities. The cognitive abilities of later childhood and adulthood generally appear to depend on the reflexes, abilities, and skills of infancy. Research in developmental cognitive science can help us understand adult cognition and know when to intervene when cognitive function is at risk. This area of research can be challenging because, even in typical development, the course of cognitive development for a particular child does not always improve monotonically. In addition, the typical trajectory of this development has been understood differently from different historical perspectives. Neither the history of thought that has led to our current understanding of attention (including its various types) nor the importance of developmental aspects of attention are frequently covered in training early career researchers, especially those whose primary area of research in not attention. My goal is to provide a review that will be useful especially to those new to research in the subfield of attention. Sustained attention in adults and children has been well-studied, but a review of the history of thought on the development of reflexive attention with a focus on infancy is overdue. Therefore, I draw primarily on historical and modern literature and clarify confusing terminology as it has been used over time. I conclude with examples of how cognitive development research can contribute to scientific and applied progress.

Task-specific engagement of object-based and space-based attention with spatiotemporally defined objects

We used a form of ambiguous apparent motion known as Ternus motion to isolate the effects of object-based and space-based attention, and to explore functional differences between them. Two frames of horizontally aligned disks that were shifted by one position between frames were temporally separated by either a short or a long inter-stimulus interval (ISI). Short ISI displays were perceived as element motion where one disk appeared to jump across the other two. Long ISI displays were perceived as group motion where all three disks appeared to move together. Because element and group motion imply mutually exclusive object structures, adding stimuli (e.g., a small gap) to one disk in each frame created conditions of orthogonal object and location status (same or different), depending on ISI. We used two tasks with different functional demands, an identification task (Experiments 1 and 3a) in which observers responded to a single attribute of the final stimulus, and a comparison task (Experiments 2 and 3b) in which observers compared two attributes across two stimuli. Reliable object-specific effects occurred only with the comparison task, whereas location-specific effects occurred with both tasks. These results confirm that attention can be directed to objects separately from spatial locations and vice versa, and, moreover, that object-based and space-based attention are engaged differently depending on the processing demands of the task.

A New Conceptualization of Human Visual Sensory-Memory

Memory is an essential component of cognition and disorders of memory have significant individual and societal costs. The Atkinson–Shiffrin “modal model” forms the foundation of our understanding of human memory. It consists of three stores: Sensory Memory (SM), whose visual component is called iconic memory, Short-Term Memory (STM; also called working memory, WM), and Long-Term Memory (LTM). Since its inception, shortcomings of all three components of the modal model have been identified. While the theories of STM and LTM underwent significant modifications to address these shortcomings, models of the iconic memory remained largely unchanged: A high capacity but rapidly decaying store whose contents are encoded in retinotopic coordinates, i.e., according to how the stimulus is projected on the retina. The fundamental shortcoming of iconic memory models is that, because contents are encoded in retinotopic coordinates, the iconic memory cannot hold any useful information under normal viewing conditions when objects or the subject are in motion. Hence, half-century after its formulation, it remains an unresolved problem whether and how the first stage of the modal model serves any useful function and how subsequent stages of the modal model receive inputs from the environment. Here, we propose a new conceptualization of human visual sensory memory by introducing an additional component whose reference-frame consists of motion-grouping based coordinates rather than retinotopic coordinates. We review data supporting this new model and discuss how it offers solutions to the paradoxes of the traditional model of sensory memory.