The authors have no acknowledgements.

注:该实验方案之前，所有科目必须给知情同意书。所有的程序，知情同意书，并实验协议必须由当地委员会为保护人类受试者的批准。 1.准备了主题为实验<ol><li>从当地招募参与者，并赔偿他们的时间。参与者必须具备正常或矫正到正常视力和英语作为第一语言。 </li></ol> 2.刺激<ol><li>选择Battig和蒙塔古9中的至少七个不同类别的目标探测任务，使用说明如下。 </li><li>选择从在Battig和Montaque 9选择使用作为目标，以及从不同的类别换言之作为目标检测任务诱饵下面说明使用该类别的规范名词。确保集收集在该步骤的话是足够大所以每个主题可以有很多创新，而不用重复使用相同的目标进行测试。 </li><li>请从宾州树库语料名词，频率超过1百万分之10更高的使用作为nontargets和分心要针对非目标名词在记忆任务测试说明如下。确保集收集在该步骤的话也足够大，以便反复使用字能够避免对一个给定的主题。 </li><li>择言4或5个字母长。试验可分为4个字母的单词试验和5个字母的单词试验。只使用4个字母的单词为4个字母的单词试验和5个字母的单词为5个字母的单词试验。 </li><li>对于每一个试验中，随机选择1的目标，并且准备在步骤2.2 1诱饵;从准备在步骤2.3设置，随机选取7字作为nontargets和5个字的记忆任务分心。确保词永远不会重复在一个给定的审判。 </li></ol> 3.收集InformatioN从参与者<ol><li>实际实验开始前，加节到您的实验，或创建一张纸来记录参与者（姓名，年龄，霸道，性别）的信息。 </li></ol> 4.显示说明<ol><li>确保学员理解并完全阅读说明书。 </li><li>明确指出，有在实验中的两个任务，第一参与者必须检测在显示类别的靶名词的存在或不存在。第二，参与者将在序列换言之进行测试，所以参与者必须努力记住在下文中描述的RSVP任务所有单词。 </li><li>做出响应按键清晰易记。 </li></ol> 5.快速系列视觉呈现（RSVP） <ol><li>使用21寸CRT显示器，或同等学历（刷新率= 85赫兹，分辨率= 1280×1024像素），显示刺激。使用标准的科学软件和stimul我演示工具箱运行实验。目前在白色背景上的黑色和Courier字体（大小14）的话。 </li><li>启动每次试验与目标类别为1.2秒的显示，后跟一个固定的横为500毫秒和200毫秒的空白屏幕。接下来，无论是使用120，240，或360毫秒/项目确保分心名词的SOA目前8名词从来没有作为整个试验的目标名词。每次试验需要大约10秒。 注:总共有96试验和典范实验1 8的实践试验，包括16重复每个条件。一个典型的会话与此实验设计将采取主题15-20分钟才能完成。 </li></ol> 6.目标探测任务<ol><li>准备两个名词，一个属于目标类别和其他不属于目标类别（诱饵名词），对于每一个试验。在一半的实验中，目前的目标名词。并在试验中的另一半，呈现对decoy名词。确保目标位置是从来没有在演示文稿中的第一个或最后一个位置之一。 </li><li> RSVP的后，给参与者2秒响应"是"或"否"以指示呈现是否包含在从所述目标类别的单词。 </li></ol> 7.识别记忆任务Nontargets <ol><li>在2秒的时间间隔为应对明确任务后，本作nontargets第一识别记忆任务。 注:此第一存储器任务总是一个字或者立即之前或紧接在序列中的目标字后，或​​者在该序列不含有靶字试验的中间。 </li><li>显示测试字随机地在右侧或在屏幕的左侧旁边的一个字，这不是该序列中，从协议步骤2.2获得的。 </li><li>保持在屏幕上，这些词语直到参与者作出使用左或右箭头键的响应，对应于第的位置这是显示的顺序E字。 </li><li>呈现第二存储器测试的响应之后，使用该序列中的字不直接之前或之后的目标，以保持从与会者支付额外注意周围的目标的话。使用相同的过程作为第一存储器的任务。 </li><li>为了避免疲劳或眼疲劳，鼓励参与者采取实验的试验间休息。参与者通常不需要超过几秒钟的连续试验间休息。 </li></ol> 8.平衡重SOA记忆任务<ol><li>如果有兴趣在研究AB的影响更多的非目标项目，在第二个实验中，使用相同的RSVP过程了平衡，学科间的设计。 注:在实证研究中，120或240毫秒SOA的参与者之间进行平衡。其他的SOA可以作为很好的测试。这个实验并不需要与相同参与者或同一会话的进行第一个实验。 </li><li>这个实验的检测任务后，使用三个内存测试。确保该测试字都同样可能是从为目标本试验围绕目标位置2至7，或围绕在目标缺席试验中的诱饵名词。 注:程序和按钮按下的是一样的第一个实验。 </li></ol> 9.结束语<ol><li>德短暂的参与者，如果他们有兴趣研究的目的。来保护参与者的隐私，识别关于参与者（ 例如 ，姓名）的信息应被删除，并与数字编码与该数据文件被附属替换。 </li><li>如果需要的话，当收集来自多个参与者的数据，用方差分析或计划对比t检验中的目标与当前目标不存在的条件比较内存性能。 注意:我们建议集中于从目标检测任务的正确回答的试验中的数据，为participant的注意力可能会聚焦在目标探测任务的不正确回答的试验。 </li></ol>

<ol>
	<li>Raymond, J. E., Shapiro, K. L., Arnell, K. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Temporary+suppression+of+visual+processing+in+an+RSVP+task:+An+attentional+blink.">Temporary suppression of visual processing in an RSVP task: An attentional blink.</a> J Exp Psychol Hum Percept Perform. 18 (3), 849-860 (1992).</li><li>Dux, P. E., Marois, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+attentional+blink:+A+review+of+data+and+theory.">The attentional blink: A review of data and theory.</a> Atten Percept Psychophys. 71 (8), 1683-1700 (2009).</li><li>Desimone, R., Duncan, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Neural+mechanisms+of+selective+visual+attention.">Neural mechanisms of selective visual attention.</a> Annu Rev Neurosci. 18 (1), 193-222 (1995).</li><li>Reynolds, J. H., Heeger, D. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+normalization+model+of+attention.">The normalization model of attention.</a> Neuron. 61 (2), 168-185 (2009).</li><li>Nieuwenstein, M. R., Potter, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Temporal+Limits+of+Selection+and+Memory+Encoding:+A+Comparison+of+Whole+versus+Partial+Report+in+Rapid+Serial+Visual+Presentation.">Temporal Limits of Selection and Memory Encoding: A Comparison of Whole versus Partial Report in Rapid Serial Visual Presentation.</a> Psychol Sci. 17 (6), 471-475 (2006).</li><li>Potter, M. C., Nieuwenstein, M., Strohminger, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Whole+report+versus+partial+report+in+RSVP+sentences.">Whole report versus partial report in RSVP sentences.</a> J Mem Lang. 58 (4), 907-915 (2008).</li><li>Loach, D., Mar&#237;-Beffa, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Post-target+inhibition:+A+temporal+binding+mechanism.">Post-target inhibition: A temporal binding mechanism.</a> Visual Cognition. 10 (5), 513-526 (2003).</li><li>Meng, M., Potter, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=An+attentional+blink+for+nontargets.">An attentional blink for nontargets.</a> Atten Percept Psychophys. 73 (2), 440-446 (2010).</li><li>Battig, W. F., Montague, W. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Category+norms+for+verbal+items+in+56+categories.">Category norms for verbal items in 56 categories.</a> J. Exp. Psychol. 80 (3), 46 (1969).</li><li>Marcus, M. P., Marcinkiewicz, M. A., Santorini, B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Building+a+large+annotated+corpus+of+English:+The+Penn+Treebank.">Building a large annotated corpus of English: The Penn Treebank.</a> Computational linguistics. 19 (2), 313-330 (1993).</li></ol>

The authors have nothing to disclose.

This novel dual-task approach combined a categorical RSVP detection task with two-alternative forced choice memory tasks immediately following the detection task. Our representative results replicate a previously published study8, showing that target detection may impair memory encoding of nontargets that are presented after the target, especially at the lag-2 position in RSVP. At a glance, this is an effect similar to AB with lag-1 sparing that suggests transient attention modulated by target detection8<...

快速串行视觉显示（RSVP）已被用于表明，有一个所注意的闪烁（AB）当两个目标在约500毫秒1顺序地呈现。如果第二目标是在大约150毫秒呈现，但是，有增强在两个目标的处理（ 例如 ，滞后-1备用）2。类似的现象在空间注意研究中被发现。两者的选择性注意3偏置竞争模型和注意力4正常化模型表明，注意增强了出席位置呈现的项目的处理，但抑制附近的物品的处理。难道这空间接近抑制也解释了随后的项目，无论是nontargets和目标的时间AB？ 过去研究着眼于一个显示项目的存储器，并发现AB当参与者被指示部分报告项的序列，但不能当参与者被指示汇报整个序列5,6。这些结果表明，当注意被分配了序列中的所有单词，没有AB和注意力的跨度大。由于上述实验中包括了所有的单词作为目标或一半，会发生什么，如果参与者被告知只追求一个目标，和所有其他的话是nontargets？有AB的nontargets？ 泥鳅和马里，白枫发表了关于目标检测内存的干扰物的影响研究，并发现了一个分心内存的基础上的接近目标7受到抑制。这种间接的设计，然而，不限于仅使用四个字母（X，H，S和O），与任何作为一个目标，临界牵引器，或探针的字母。这是从来没有表现为目标，或探头信件将剩余的干扰项。 为了克服在以前的研究中的局限性，一个新颖的双任务的过程是由孟波特开发研究目标的探测是否会抑制附近nontargets 8的处理。本文介绍了此过程的细节。首先，参加搜查的RSVP字序列进行分类目标的话。第二，有涉及该存在于RSVP任务字的存储器的任务，但不是目标。在此过程中，非目标的话是干扰项。在非目标的话，这将在记忆任务进行测试，必须参加并通过主题记住。在每次试验中，新单词将被使用;因此，非目标的话从来没有作为一个目标。

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a dual task procedure combined with rapid serial visual presentation to test attentional blink for nontargets

当观众搜索目标快速系列视觉呈现（RSVP）流，如果两个指标均在对方的约500毫秒介绍，第一目标可能很容易被发现，但二是可能被错过。这种现象注意力眨眼（AB）已被广泛研究，探讨的关注，用于检测可视对象的时间的能力。然而，随着AB实验的典型方法中，是不可能的研究如何在RSVP非目标项的处理可能会受到注意。本文介绍了一种新型的双重任务的过程结合RSVP测试AB的nontargets在不同的刺激发病asynchronies（SOA的）影响。在一个示范性实验中，首先显示一个目标类别，随后的8名词的序列。如果名词之一属于目标类别，与会者将响应"是"在序列的末尾，否则与会者将响应"否"。两个2 alternatIVE强迫选择存储器任务随后的响应，以确定是否参加紧接之前或之后的目标记住了词语，以及一个随机字从该序列的另一部分。在第二个示范性的实验中，相同的设计，使用，所不同的是1）的存储器任务被抵消成两组以120或240毫秒的SOA和2）3存储器任务跟着序列并测试记忆为序列中的非目标名词这可能是从3个项目之前，以下目标名词位置的目标名词位置，3个项目的任何地方。从以前出版的研究的代表性结果证明，我们的程序可用于检查的注意力发散作用，不仅提高目标，而且还抑制nontargets。在这里，我们将展示从代表参加了复制以前的查询结果。

对于实验1，在代表受验者的精度在以上的SOA的对象类别检测一个名词是在120毫秒，在240毫秒的91％，而对于360毫秒94％72％。用于存储器的任务，只有正确地回答了目标检测任务的试验被使用，并且临床试验的基础上分类目标名词的存在或不存在下进行分离，然后分裂成子集的基础上对应于目标名词，或它们的序列它们的位置对应于目标缺席试验中的诱饵目标名词位置。 图1所示为代?...

Watch this Scientific Journal Video about A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets at JoVE.com

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

This paper describes a novel dual task procedure combined with Rapid Serial Visual Presentation to look at attentional blink at varied stimulus onset asynchronies. This experimental procedure differed from others in that it tested attentional blink for nontargets.

的双任务过程结合快速系列视觉呈现到测试的注意闪烁Nontargets

When viewers search for targets in a rapid serial visual presentation (RSVP) stream, if two targets are presented within about 500 msec of each other, the ...

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Behavior

9.1K 次观看.  Dartmouth College. This paper describes a novel dual task procedure combined with Rapid Serial Visual Presentation to look at attentional blink at varied stimulus onset asynchronies. This experimental procedure differed from others in that it tested attentional blink for nontargets.

视频: A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. Test day challenges, modifications to the standard task, can be used to systematically tax the neural systems controlling either attention or impulse control. Importantly, these challenges have consistent effects on behavior across laboratories in intact animals and can reveal either enhancements or deficits in cognitive function that are not apparent when rats are only tested on the standard task. The variety of behavioral measures that are collected can be used to determine if other factors (i.e., sedation, motivation deficits, locomotor impairments) are contributing to changes in performance. The versatility of the 5CSRTT is further enhanced because it is amenable to combination with pharmacological, molecular, and genetic techniques.

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. Test day challenges, which are modifications of the standard task, increase flexibility of the task and can be combined with other manipulations to more fully characterize behavior.

5选择序列反应时任务:注意的任务和脉冲控制鼠害

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. ...

科研

行为学

The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice

Cognitive impairment, particularly involving dysfunction of circuitry within the prefrontal cortex (PFC), represents a core feature of many neuropsychiatric and neurodevelopmental disorders, including depression, post-traumatic stress disorder, schizophrenia and autism spectrum disorder. Deficits in cognitive function also represent the most difficult symptom domain&#160;to successfully treat, as serotonin reuptake inhibitors and tricyclic antidepressants have only modest effects. Functional neuroimaging studies and postmortem analysis of human brain tissue implicate the PFC as being a primary region of dysregulation in patients with these disorders. However, preclinical behavioral assays used to assess these deficits in mouse models which can be readily manipulated genetically and could provide the basis for studies of new treatment avenues have been underutilized. Here we describe the adaptation of a behavioral assay, the attentional set shifting task (AST), to be performed in mice to assess prefrontal cortex mediated cognitive deficits. The neural circuits underlying behavior during the AST are highly conserved across humans, nonhuman primates and rodents, providing excellent face, construct and predictive validity.

The goal of this protocol is to perform a behavioral assay such as the attentional set shifting task (AST) to assess prefrontal cortex-mediated cognitive flexibility in mice.

在注意定势转移任务:测量小鼠认知的灵活性

Cognitive impairment, particularly involving dysfunction of circuitry within the prefrontal cortex (PFC), represents a core feature of many ...

Methods to Test Visual Attention Online

Online data collection methods have particular appeal to behavioral scientists because they offer the promise of much larger and much more representative data samples than can typically be collected on college campuses. However, before such methods can be widely adopted, a number of technological challenges must be overcome &#8211; in particular in experiments where tight control over stimulus properties is necessary. Here we present methods for collecting performance data on two tests of visual attention. Both tests require control over the visual angle of the stimuli (which in turn requires knowledge of the viewing distance, monitor size, screen resolution, etc.) and the timing of the stimuli (as the tests involve either briefly flashed stimuli or stimuli that move at specific rates). Data collected on these tests from over 1,700 online participants were consistent with data collected in laboratory-based versions of the exact same tests. These results suggest that with proper care, timing/stimulus size dependent tasks can be deployed in web-based settings.

To replicate laboratory settings, online data collection methods for visual tasks require tight control over stimulus presentation. We outline methods for the use of a web application to collect performance data on two tests of visual attention.

方法在线测试视觉注意

Online data collection methods have particular appeal to behavioral scientists because they offer the promise of much larger and much more representative ...

Combined Shuttle-Box Training with Electrophysiological Cortex Recording and Stimulation as a Tool to Study Perception and Learning

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the necessary equipment is now available by several commercial companies. This protocol provides a detailed description of a two-way shuttle-box avoidance learning paradigm in rodents (here Mongolian gerbils; Meriones unguiculatus) in combination with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical electrophysiological in vivo recordings. The detailed protocol is applicable to study multiple aspects of learning behavior and perception in different rodent species.
Site-specific ICMS of auditory cortical circuits as conditioned stimuli here is used as a tool to test the perceptual relevance of specific afferent, efferent and intracortical connections. Distinct activation patterns can be evoked by using different stimulation electrode arrays for local, layer-dependent ICMS or distant ICMS sites. Utilizing behavioral signal detection analysis it can be determined which stimulation strategy is most effective for eliciting a behaviorally detectable and salient signal. Further, parallel multichannel-recordings using different electrode designs (surface electrodes, depth electrodes, etc.) allow for investigating neuronal observables over the time course of such learning processes. It will be discussed how changes of the behavioral design can increase the cognitive complexity (e.g. detection, discrimination, reversal learning).

Shuttle-box avoidance learning is well-established in behavioral neuroscience. This protocol describes how shuttle-box learning in rodents can be combined with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical in vivo recordings as a tool to study multiple aspects of learning and perception.

联合穿梭盒子训练与电的Cortex记录和刺激作为一种工具来研究感知和学习

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the ...

Bouncing Ball with a Uniformly Varying Velocity in a Metronome Synchronization Task

Sensorimotor synchronization (SMS), a fundamental human ability to coordinate movements with external rhythms, has long been thought to be modality specific. In the canonical metronome synchronization task that requires tapping a finger along with an isochronous sequence, a well-established finding is that synchronization is much more stable to an auditory sequence consisting of auditory tones than to a visual sequence consisting of visual flashes. However, recent studies have shown that periodically moving visual stimuli can substantially improve synchronization compared with visual flashes. In particular, synchronization of a visual bouncing ball that has a uniformly varying velocity was found to be not less stable than synchronization of auditory tones. Here, the current protocol describes the application of the bouncing ball with a uniformly varying velocity in a metronome synchronization task. The usage of the bouncing ball in sequences with different inter-onset intervals (IOI) is included. The representative results illustrate synchronization performance of the bouncing ball, as compared with the performances of auditory tones and visual flashes. Given its comparable synchronization performance to that of auditory tones, the bouncing ball is of particular importance for addressing the current research topic of whether modality-specific mechanisms underlay SMS.

The purpose of this protocol is to introduce the application of a bouncing ball with a uniformly varying velocity in a metronome synchronization task.

节拍器同步任务中具有均匀变速的弹跳球

Sensorimotor synchronization (SMS), a fundamental human ability to coordinate movements with external rhythms, has long been thought to be modality ...

Central and Divided Visual Field Presentation of Emotional Images to Measure Hemispheric Differences in Motivated Attention

Two dominant theories on lateralized processing of emotional information exist in the literature. One theory posits that unpleasant emotions are processed by right frontal regions, while pleasant emotions are processed by left frontal regions. The other theory posits that the right hemisphere is more specialized for the processing of emotional information overall, particularly in posterior regions.
Assessing the different roles of the cerebral hemispheres in processing emotional information can be difficult without the use of neuroimaging methodologies, which are not accessible or affordable to all scientists. Divided visual field presentation of stimuli can allow for the investigation of lateralized processing of information without the use of neuroimaging technology. 
This study compared central versus divided visual field presentations of emotional images to assess differences in motivated attention between the two hemispheres. The late positive potential (LPP) was recorded using electroencephalography (EEG) and event-related potentials (ERPs) methodologies to assess motivated attention. Future work will pair this paradigm with a more active behavioral task to explore the behavioral impacts on the attentional differences found.

This study compared central versus divided visual field presentations of emotional images to assess differences in motivated attention between the two hemispheres. The late positive potential (LPP) was recorded using electroencephalography (EEG) and event-related potentials (ERPs) methodologies to assess motivated attention.

中央和分割的视觉场表现的情绪图像, 以测量半球的差异, 激发注意

Two dominant theories on lateralized processing of emotional information exist in the literature. One theory posits that unpleasant emotions are processed ...

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that involves finger-pressing movements while sitting, the modified SRT task requires participants to step with both feet while maintaining a standing posture. This stepping task necessitates whole body actions that impose postural challenges. The foot-stepping task complements the classic SRT task in several ways. The foot-stepping SRT task is a better proxy for the daily activities that require ongoing postural control, and thus may help us better understand sequence learning in real-life situations. In addition, response time serves as an indicator of sequence learning in the classic SRT task, but it is unclear whether response time, reaction time (RT) representing mental process, or movement time (MT) reflecting the movement itself, is a key player in motor sequence learning. The foot-stepping SRT task allows researchers to disentangle response time into RT and MT, which may clarify how motor planning and movement execution are involved in sequence learning. Lastly, postural control and cognition are interactively related, but little is known about how postural control interacts with learning motor sequences. With a motion capture system, the movement of the whole body (e.g., the center of mass (COM)) can be recorded. Such measures allow us to reveal the dynamic processes underlying discrete responses measured by RT and MT, and may aid in elucidating the relationship between postural control and the explicit and implicit processes involved in sequence learning. Details of the experimental set-up, procedure, and data processing are described. The representative data are adopted from one of our previous studies. Results are related to response time, RT, and MT, as well as the relationship between the anticipatory postural response and the explicit processes involved in implicit motor sequence learning.

We introduce the foot-stepping serial reaction time (SRT) task. This modified SRT task, complementing the classic SRT task that involves only finger-pressing movement, better approximates daily sequenced activities and allows researchers to study the dynamic processes underlying discrete response measures and disentangle the explicit process operating in implicit sequence learning.

隐式电机序列学习中的 "马达": 步进串行反应时间任务

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that ...

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Reciprocal social behavior (RSB), an early-emerging capacity to engage in social contingency&#8212;which is foundational for both social learning and social competency&#8212;is hypothesized to be disrupted in autism spectrum disorder (ASD). The ability to quantify the full range of RSB during the toddler period, when core symptoms of ASD often arise, is pivotal for evaluating early risk for ASD, characterizing social development, and tracking response to early interventions. However, important parameters of variation in RSB&#8212;especially prior to the development of verbal language&#8212;can be nuanced and difficult to characterize using questionnaire-based methods. To address this challenge, we developed a system for measuring quantitative variation in RSB in toddlers (ages 18 - 30 months) that incorporated not only standard questionnaire data from caregivers but also a novel set of video-referenced items, through which a respondent compares the behavior of a subject to that observed in a short video of a young child manifesting a highly competent level of social communication. Testing of this measure in a general population sample of twins confirmed that both the video-referenced items and the RSB Total Score (video-referenced items plus non-video-referenced items) displayed unimodal, continuous distributions, strong internal consistency, marked preservation of individual differences, and extremely high heritability. In addition, video-referenced items were particularly sensitive to quantifying incremental changes in social communication, a major element of RSB, over the course of early childhood development. Scores on the vrRSB clearly differentiated children with and without ASD and these data comprise an initial validation of this promising method for quantifying early RSB&#8212;cross-sectionally, over time, and as a function of early intervention.

Here we present a protocol for administration of the video-referenced rating of reciprocal social behavior (vrRSB) using a paper or online version. This survey quantifies RSB, a prerequisite for social competence, in toddlers through &#34;video-referenced&#34; items whereby a subject is compared to a reference child shown in a three-minute video.

视频评分锚在幼儿社会交往快速评估中的应用

Reciprocal social behavior (RSB), an early-emerging capacity to engage in social contingency&#8212;which is foundational for both social learning and ...

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking

This method uses a rapid serial visual presentation (RSVP) paradigm to measure the cost of distraction when participants maintain multiple search goals. The protocol identifies two types of distraction within a single task - contingent attentional capture and set-specific capture - that represent different types of limitations of cognitive processing. Participants search for letters in two or more &#34;target&#34; ink colors (e.g., green and orange) within a continuous RSVP stream of heterogeneously colored letters, while ignoring two peripheral RSVPs of letters. Upon detecting a target, participants are to identify the letter. On some trials, target-colored distractors appear in the periphery just prior to the presentation of a target, causing a drop in target identification performance. Contingent attentional capture is observed by examining performance on trials in which the peripheral distractor is the same color as the target on that trial (e.g., both orange). Set-specific capture is represented by performance on trials in which the peripheral distractor is target-colored (e.g., orange), but not the same color as the target on that trial (e.g., green.) By varying the amount of time (i.e., the number of stimuli appearing) between the presentation of the distractor and the target, researchers can observe how participants recover from these distraction costs over time. As compared to static displays that are often used to measure contingent attentional capture, the dynamic display produces much larger effects, allowing the researcher to identify subtle effects of smaller manipulations. An unusual aspect of our design is that it employs a continuous display; &#34;filler&#34; stimuli connect one trial to the next seamlessly, and participants respond during this interval whenever they detect a target. The continuous display reduces chance performance to near-zero levels (rather than 50%) and provides researchers with a more sensitive measure of performance differences across trial types.

This method uses a dynamic visual display to index costs of distraction during visual search, including both &#34;contingent attentional capture&#34; and &#34;set-specific capture,&#34; which is a cost of distraction that occurs when the participants maintain multiple search goals simultaneously. This method has revealed basic mechanisms and limitations of visual attention.

使用快速串行可视化演示来测量集特定捕获, 这是在多任务时分心的结果。

This method uses a rapid serial visual presentation (RSVP) paradigm to measure the cost of distraction when participants maintain multiple search goals. ...

Visual Classical Conditioning in Wood Ants

Several species of insects have become model systems for studying learning and memory formation. Although many studies focus on freely moving animals, studies implementing classical conditioning paradigms with harnessed insects have been important for investigating the exact cues that individuals learn and the neural mechanisms underlying learning and memory formation. Here we present a protocol for evoking visual associative learning in wood ants through classical conditioning. In this paradigm, ants are harnessed and presented with a visual cue (a blue cardboard), the conditional stimulus (CS), paired with an appetitive sugar reward, the unconditional stimulus (US). Ants perform a Maxilla-Labium Extension Reflex (MaLER), the unconditional response (UR), which can be used as a readout for learning. Training consists of 10 trials, separated by a 5-minute intertrial interval (ITI). Ants are also tested for memory retention 10 minutes or 1 hour after training. This protocol has the potential to allow researchers to analyze, in a precise and controlled manner, the details of visual memory formation and the neural basis of learning and memory formation in wood ants.

We present a protocol for the classical conditioning of harnessed ants that permits researchers to study visual learning and memory formation at a level of analysis not possible with freely moving individuals.

木蚁视觉经典调理

Several species of insects have become model systems for studying learning and memory formation. Although many studies focus on freely moving animals, ...