Kroghskaarup1279

Many studies have reported attentional biases based on feature-reward associations. However, the effects of location-reward associations on attentional selection remain less well-understood. Unlike feature cases, a previous study that induced participants' awareness of the location-reward association by instructing them to look for a high-reward location has suggested the critical role of goal-driven manipulations in such associations. In this study, we investigated whether the reward effect occurred without goal-driven manipulations if participants were spontaneously aware of the location-reward association. We conducted three experiments using a visual search task that included four circles where participants received rewards; one possible target location was associated with a high reward, and another with a low reward. In Experiment 1, the target was presented among distractors, and participants had to search for the target. The results showed a faster reaction time in the high-reward rather than the low-reward locations only in participants aware of the location-reward association, even if they were not required to look for the association. Moreover, in Experiment 2, we replicated the main findings of Experiment 1, even when the target had an abrupt visual onset to restrict goal-driven manipulations. buy Go 6983 Furthermore, Experiment 3 confirmed that the effect observed in Experiment 2 could not be attributed to the initial eye position. These findings suggest that goal-driven manipulations are unnecessary for inducing reward biases to high-reward locations. We concluded that awareness of the association rather than goal-driven manipulations is crucial for the location-reward effect.A critical question, fundamental for building models of emotion, is how to categorize emotions. Previous studies have typically taken one of two approaches (a) they focused on the pre-perceptual visual cues, how salient facial features or configurations were displayed; or (b) they focused on the post-perceptual affective experiences, how emotions affected behavior. In this study, we attempted to group emotions at a peri-perceptual processing level it is well known that humans perceive different facial expressions differently, therefore, can we classify facial expressions into distinct categories in terms of their perceptual similarities? Here, using a novel non-lexical paradigm, we assessed the perceptual dissimilarities between 20 facial expressions using reaction times. Multidimensional-scaling analysis revealed that facial expressions were organized predominantly along the upper-lower face axis. Cluster analysis of behavioral data delineated three superordinate categories, and eye-tracking measurements validated these clustering results. Interestingly, these superordinate categories can be conceptualized according to how facial displays interact with acoustic communications One group comprises expressions that have salient mouth features. They likely link to species-specific vocalization, for example, crying, laughing. The second group comprises visual displays with diagnosing features in both the mouth and the eye regions. They are not directly articulable but can be expressed prosodically, for example, sad, angry. Expressions in the third group are also whole-face expressions but are completely independent of vocalization, and likely being blends of two or more elementary expressions. We propose a theoretical framework to interpret the tripartite division in which distinct expression subsets are interpreted as successive phases in an evolutionary chain.The distance effect is the change in the performance during numerical magnitude comparison, depending on the numerical distance between the compared numbers (Moyer & Landauer, Nature, 215[5109], 1519-1520, 1967). This effect is generally accepted as evidence for the mental number line (MNL) hypothesis, which proposes that the mental representation of the numbers align in an increasing linear (or monotone) order. The majority of studies investigating the distance effect are focused on the reaction time (RT) findings, which show slower responses for closer numbers. In the present study, we examined the distance effect by applying signal detection theory (SDT) to a magnitude comparison task. We aimed to reveal whether discrimination ability and the response bias measures were affected by the location of numbers on the MNL. To accomplish this, we developed a magnitude comparison task using a go/no-go procedure in which participants performed a magnitude comparison based on a reference number (i.e., 5). Results revealed a substantial distance effect in both sensitivity and response bias measures-a better discrimination performance for far numbers, and a larger response bias for close numbers. In addition, an RT distribution analysis revealed that the distance effect seems to originate mainly from slower responses. Based on the current data, we suggest that sensitivity and response bias measures could offer comprehensive information in the understanding of number-based decisions.Visual and haptic exploration were shown to be central modes of exploration in the development of locomotion. However, it is unclear how learning affects these modes of exploration in locomotor task such as climbing. The first aim of this study was to investigate the modifications of learners' exploratory activity during the acquisition of a perceptual-motor skill. The second aim was to determine to what extent the acquired perceptual-motor skill and the learners' exploratory activity were transferred to environments presenting novel properties. Seven participants attended 10 learning sessions on wall climbing. The effects of practice were assessed during pretest, posttest, and retention tests, each composed of four climbing routes the route climbed during the learning sessions and three transfer routes. The transfer routes were designed by manipulating either the distance between handholds, the orientation of the handholds or the handholds shape. The results showed that the number of exploratory hand movements and fixations decreased with practice on the learning route. A visual entropy measure suggested that the gaze path in this route became more goal-directed on posttest, but some search was necessary on the retention test. The number of exploratory movements also decreased on the three transfer routes following practice, whereas the number of fixations was higher than on the learning route, suggesting that, with learning, participants relied more on exploration from a distance to adapt to the new properties of the transfer routes. Analyses of the individual performances and behaviors showed differences in the development of skilled exploratory activity.