scholarly journals Memory under pressure: Secondary-task effects on contextual cueing of visual search

2013 ◽  
Vol 13 (13) ◽  
pp. 6-6 ◽  
Author(s):  
E. Annac ◽  
A. A. Manginelli ◽  
S. Pollmann ◽  
Z. Shi ◽  
H. J. Muller ◽  
...  
Author(s):  
Angela A. Manginelli ◽  
Franziska Geringswald ◽  
Stefan Pollmann

When distractor configurations are repeated over time, visual search becomes more efficient, even if participants are unaware of the repetition. This contextual cueing is a form of incidental, implicit learning. One might therefore expect that contextual cueing does not (or only minimally) rely on working memory resources. This, however, is debated in the literature. We investigated contextual cueing under either a visuospatial or a nonspatial (color) visual working memory load. We found that contextual cueing was disrupted by the concurrent visuospatial, but not by the color working memory load. A control experiment ruled out that unspecific attentional factors of the dual-task situation disrupted contextual cueing. Visuospatial working memory may be needed to match current display items with long-term memory traces of previously learned displays.


NeuroImage ◽  
2016 ◽  
Vol 124 ◽  
pp. 887-897 ◽  
Author(s):  
Stefan Pollmann ◽  
Jana Eštočinová ◽  
Susanne Sommer ◽  
Leonardo Chelazzi ◽  
Wolf Zinke

2011 ◽  
Vol 19 (2) ◽  
pp. 203-233 ◽  
Author(s):  
Markus Conci ◽  
Adrian von Mühlenen

2001 ◽  
Vol 54 (4) ◽  
pp. 1105-1124 ◽  
Author(s):  
Yuhong Jiang ◽  
Marvin M. Chun

The effect of selective attention on implicit learning was tested in four experiments using the “contextual cueing” paradigm (Chun & Jiang, 1998, 1999). Observers performed visual search through items presented in an attended colour (e.g., red) and an ignored colour (e.g., green). When the spatial configuration of items in the attended colour was invariant and was consistently paired with a target location, visual search was facilitated, showing contextual cueing (Experiments 1, 3, and 4). In contrast, repeating and pairing the configuration of the ignored items with the target location resulted in no contextual cueing (Experiments 2 and 4). We conclude that implicit learning is robust only when relevant, predictive information is selectively attended.


2007 ◽  
Vol 35 (5) ◽  
pp. 864-874 ◽  
Author(s):  
Karin Foerde ◽  
Russell A. Poldrack ◽  
Barbara J. Knowlton

2010 ◽  
Vol 10 (5) ◽  
pp. 20-20 ◽  
Author(s):  
T. Geyer ◽  
M. Zehetleitner ◽  
H. J. Muller

2012 ◽  
Vol 12 (11) ◽  
pp. 25-25 ◽  
Author(s):  
B. Schlagbauer ◽  
H. J. Muller ◽  
M. Zehetleitner ◽  
T. Geyer

1997 ◽  
Vol 50 (4) ◽  
pp. 803-820 ◽  
Author(s):  
Andre Vandierendonck ◽  
Gino De Vooght

The present article reports two experiments testing the use of working memory components during reasoning with temporal and spatial relations in four-term series problems. In the first experiment four groups of subjects performed reasoning tasks with temporal and with spatial contents either without (control) or with a secondary task (articulatory suppression, visuospatial suppression or central executive suppression). The second experiment tested the secondary task effects in a within-subjects design either on problems with a spatial content or on problems with a temporal content, and within each content domain either under conditions of self-paced or of fixed presentation of the premises. Both experiments found effects of all three secondary tasks on reasoning accuracy. This supports the hypothesis that the subjects construct spatial representations of the premise information with the support of visuo-spatial resources of working memory. The second experiment also showed that during premise intake, only visuo-spatial and central executive secondary tasks had an effect. The implications of the data for the working memory requirements of reasoning and for theories of linear reasoning are discussed.


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