Increased experience amplifies the activation of task-irrelevant category representations

The association of targets modulates the search efficiency in multitarget searches

Previous studies have found that distractors can affect visual search efficiency when associated with the target in a single-target search. However, multitarget searches are frequently necessary in daily life. In the present study, we examined how the association of targets in a multitarget search affected performance when searching for two targets simultaneously (Experiment 1). In addition, we explored whether the association affected switch cost (Experiment 2) and preparation cost (Experiment 3). Participants were required to learn associations between different colors or shapes and then performed feature search and conjunction search tasks. For all experiments, the results of search efficiency showed that for conjunction search, the search efficiency under the associated condition was significantly higher than that under the neutral condition. Similarly, the response times in the associated condition were significantly faster than those in the neutral condition under the conjunction search condition in Experiments 1 and 2. However, in Experiment 3, the response times in the associated condition were longer than those in the neutral condition. These results indicate that the association between targets can improve the efficiency of multitarget searches. Furthermore, associations can reduce the time spent searching for individual targets and the switch cost; however, the preparation cost increases.

Interaction of prior category knowledge and novel statistical patterns during visual search for real-world objects

Two aspects of real-world visual search are typically studied in parallel: category knowledge (e.g., searching for food) and visual patterns (e.g., predicting an upcoming street sign from prior street signs). Previous visual search studies have shown that prior category knowledge hinders search when targets and distractors are from the same category. Other studies have shown that task-irrelevant patterns of non-target objects can enhance search when targets appear in locations that previously contained these irrelevant patterns. Combining EEG (N2pc ERP component, a neural marker of target selection) and behavioral measures, the present study investigated how search efficiency is simultaneously affected by prior knowledge of real-world objects (food and toys) and irrelevant visual patterns (sequences of runic symbols) within the same paradigm. We did not observe behavioral differences between locating items in patterned versus random locations. However, the N2pc components emerged sooner when search items appeared in the patterned location, compared to the random location, with a stronger effect when search items were targets, as opposed to non-targets categorically related to the target. A multivariate pattern analysis revealed that neural responses during search trials in the same time window reflected where the visual patterns appeared. Our finding contributes to our understanding of how knowledge acquired prior to the search task (e.g., category knowledge) interacts with new content within the search task.

Rapid category selectivity for animals versus man-made objects: An N2pc study

Visual recognition occurs rapidly at multiple categorization levels, including the superordinate level (e.g., animal), basic level (e.g., cat), or exemplar level (e.g., my cat). Visual search for animals is faster than for man-made objects, even when the images from those categories have comparable gist statistics (i.e., low- or mid-level visual information), which suggests that higher-level, conceptual influences may support this search advantage for animals. However, it remains unclear whether the search advantage can be explained in part by early visual search processes via the N2pc ERP component, which emerges earlier than behavioral responses, across different categorization levels. Participants searched for 1) an exact image (e.g., a specific squirrel image, Exemplar-level Search), 2) any images of an item (e.g., any squirrels, Basic-level Search), or 3) any items in a category (e.g., any animals, Superordinate-level Search). In addition to Target Present trials, Foil trials measured involuntary attentional selection of task-irrelevant images related to the targets (e.g., other squirrel images when searching for a specific squirrel image, or other animals when searching for squirrels). ERP results revealed 1) a larger N2pc amplitude during Foil trials in Exemplar-level Search for animals than man-made objects, and 2) faster onset latencies for animal search than man-made object search across all categorization levels. These results suggest that the search advantage for animals over man-made objects emerges early, and that attentional selection is more biased toward the basic-level (e.g., squirrel) for animals than for man-made objects during visual search.

Categorization in infancy based on novelty and co-occurrence

categories (i.e., groups of objects that do not share perceptual features, such as food) abound in everyday situations. The present looking time study investigated whether infants are able to distinguish between two abstract categories (food and toys), and how this ability may extend beyond perceived information by manipulating object familiarity in several ways. Test trials displayed 1) the exact familiarized objects paired as they were during familiarization, 2) a cross-pairing of these same familiar objects, 3) novel objects in the same category as the familiarized items, or 4) novel objects in a different category. Compared to the most familiar test trial (i.e., Familiar Category, Familiar Objects, Familiar Pairings), infants looked longer to all other test trials. Although there was a linear increase in looking time with increased novelty of the test trials (i.e., Novel Category as the most novel test trial), the looking times did not differ significantly between the Novel Category and Familiar Category, Unfamiliar Objects trials. This study contributes to our understanding of how infants form object categories based on object familiarity, object co-occurrence, and information abstraction.

Neural target selection as a marker of real-world familiarity during search for perceptually distinct objects

Prior studies have shown that behavioral performance is better when detecting specific familiar items based on real-world experience (e.g., an own-age face, a specific bird for bird experts), compared to less familiar items (e.g., an other-age face). These biases emerge from exposure to and interactions with initially less familiar items, which allow for better discrimination and search (e.g., finding an other-age face in a crowd). However, many broad categories in the natural environment (e.g., vintage objects, exotic fruit) contain perceptually distinct items that people can accurately search for individually, even if the objects are not as familiar. How might real-world familiarity impact search in these cases? Recent studies suggest that the N2pc event-related potential (ERP, neural marker of target selection) may be more sensitive than behavioral performance in reflecting prior knowledge, and perhaps familiarity, during visual search. In two experiments, the present study investigated the behavioral effects (Experiment 1) and N2pc effects (Experiment 2) of searching for distinct familiar (modern) versus less familiar (vintage) objects in younger adults. Experiment 1 also included a sample of older adults, who were familiar with both types of objects. Overall, the behavioral results did not reveal robust differences in searching for modern versus vintage objects. However, the N2pc in younger adults was present when searching for modern objects, but not for vintage objects. The N2pc results suggest that this neural marker may be more sensitive than behavioral measures in reflecting familiarity from real-world experiences with object categories.

Learning What to Learn Across the Life Span: From Objects to Real-World Skills

One of the most difficult and important problems that all learners face across the life span is learning what to learn. Understanding what to learn is difficult when both relevant and irrelevant information compete for attention. In these situations, the learner can rely on cues in the environment, as well as prior knowledge. However, these sources of information sometimes conflict, and the learner has to prioritize some sources over others. Determining what to learn is important because learning relevant information helps the learner achieve goals, whereas learning irrelevant information can waste time and energy. A new theoretical approach posits that adaptation is relevant for all age groups because the environment is dynamic, suggesting that learning what to learn is a problem relevant across the life span instead of only during infancy and childhood. In this article, I review new research demonstrating the importance and ways of learning what to learn across the life span, from objects to real-world skills, before highlighting some unresolved issues for future research.

Rapid target selection of object categories based on verbs: Implications for language-categorization interactions

Although much is known about how nouns facilitate object categorization, very little is known about how verbs (e.g., posture verbs such as stand or lie) facilitate object categorization. Native Dutch speakers are a unique population to investigate this issue with because the configurational categories distinguished by staan (to stand) and liggen (to lie) are inherent in everyday Dutch language. Using an ERP component (N2pc), four experiments demonstrate that selection of posture verb categories is rapid (between 220-320 ms). The effect was attenuated, though present, when removing the perceptual distinction between categories. A similar attenuated effect was obtained in native English speakers, where the category distinction is less familiar, and when category labels were implicit for native Dutch speakers. Our results are among the first to demonstrate that category search based on verbs can be rapid, although extensive linguistic experience and explicit labels may not be necessary to facilitate categorization in this case.

Learning What to Attend to: From the Lab to the Classroom

Research in adult cognitive neuroscience addresses the bidirectional relationship between attentional selection and prior knowledge gained from learning and experience. This research area is ready for integration with developmental cognitive neuroscience, in particular with educational neuroscience. We review one aspect of this research area, learning what to attend to, to propose a path of integration from highly controlled experiments based on developmental and adult cognitive theories to inform cognitive interventions for learners across the lifespan. In particular, we review the research program that we have developed over the last few years, describe the constraints that we have faced in integrating adult and developmental paradigms, and delineate suggested next steps to inform educational neuroscience in more applied ways. Our proposed path of integration transitions from basic to applied research, while also suggesting that input from education could inform new basic research avenues that may more likely yield outcomes meaningful for education.

Emergence of the benefits and costs of grouping for visual search

The present study investigated how grouping related items leads to the emergence of benefits (facilitation when related items are search targets) and costs (interference when related items are distractors) in visual search. Participants integrated different views (related items) of a novel Lego object via (a) assembling the object, (b) disassembling the object, or (c) sitting quietly without explicit instructions. An omnibus ANOVA revealed that neural responses (N2pc ERP) for attentional selection increased between pretest to posttest regardless of the training condition when a specific target view appeared (benefit) and when a nontarget view from the same object as the target view appeared (cost). Bonferroni-corrected planned comparisons revealed that assembling the object (but not disassembling the object or no training) had a significant impact from pretest to posttest, although the ANOVA did not reveal any interaction effects, suggesting that the effects might not differ across training conditions. This study is one of the first to demonstrate the emergence of the costs and benefits of grouping novel targets on visual search efficiency.

The "item" as a window into how prior knowledge guides visual search

We challenge the central idea proposed in Hulleman & Olivers (H&O) by arguing that the "item" is still useful for understanding visual search and for developing new theoretical frameworks. The "item" is a flexible unit that represents not only an individual object, but also a bundle of objects that are grouped based on prior knowledge. Uncovering how the "item" is represented based on prior knowledge is essential for advancing theories of visual search.

Prior Knowledge of Object Associations Shapes Attentional Templates and Information Acquisition

Studies on attentional selection typically use unpredictable and meaningless stimuli, such as simple shapes and oriented lines. The assumption is that using these stimuli minimizes effects due to learning or prior knowledge, such that the task performance indexes a "pure" measure of the underlying cognitive ability. However, prior knowledge of the test stimuli and related stimuli acquired before or during the task impacts performance in meaningful ways. This mini review focuses on prior knowledge of object associations, because it is an important, yet often ignored, aspect of attentional selection. We first briefly review recent studies demonstrating that how objects are selected during visual search depends on the participant's prior experience with other objects associated with the target. These effects appear with both task-relevant and task-irrelevant knowledge. We then review how existing object associations may influence subsequent learning of new information, which is both a driver and a consequence of selection processes. These insights highlight the importance of one aspect of prior knowledge for attentional selection and information acquisition. We briefly discuss how this work with young adults may inform other age groups throughout the lifespan, as learners gradually increase their prior knowledge. Importantly, these insights have implications for developing more accurate measurements of cognitive abilities.