Abstract
We investigated whether attention could be modulated through the implicit learning of temporal information in a rapid serial visual presentation (RSVP) task. Participants identified two target letters among numeral distractors. The stimulus-onset asynchrony immediately following the first target (SOA1) varied at three levels (70, 98, and 126 ms) randomly between trials or fixed within blocks of trials. Practice over 3 consecutive days resulted in a continuous improvement in the identification rate for both targets and attenuation of the attentional blink (AB), a decrement in target (T2) identification when presented 200–400 ms after another target (T1). Blocked SOA1s led to a faster rate of improvement in RSVP performance and more target order reversals relative to random SOA1s, suggesting that the implicit learning of SOA1 positively affected performance. The results also reveal “power law” learning curves for individual target identification as well as the reduction in the AB decrement. These learning curves reflect the spontaneous emergence of skill through subtle attentional modulations rather than general attentional distribution. Together, the results indicate that implicit temporal learning could improve high level and rapid cognitive processing and highlights the sensitivity and adaptability of the attentional system to subtle constraints in stimulus timing.
Highlights
In order to navigate a dynamic environment, humans and other animals must attend selectively to goal-relevant perceptual information
We examined whether the attentional blink (AB) was reduced with practice and how the stimulus-onset asynchrony following T1 (SOA1) timing manipulation influenced AB
We investigated whether temporal learning influenced performance at early lags, where SOA1 was expected to have immediate impact on performance
Summary
In order to navigate a dynamic environment, humans and other animals must attend selectively to goal-relevant perceptual information. Meaningful environmental information is often patterned and predictable, making is possible for the information about spatial layout and timing of critical information to be learned and used to guide attention. While previous research illuminates the anticipatory and learning processes associated with attending in the spatial domain, processes that allow us to modulate attention in the time domain are less clear. Can humans use past experience to allocate attention to specific moments in time for perceptual and cognitive analysis? The goal of our study was to investigate whether the timing of stimuli could be implicitly learned to enhance attentional selection. Previous research indicates that attention can be modulated in space and time effectively with the use of cues. Pre-cuing allows focused attention to be guided to specific locations (Posner et al, 1980). Knowledge of the fore-period between a stimulus cue and a target stimulus can be used to improve visual stimulus detection (Coull and Nobre, 1998), auditory reaction time (Karlin, 1959), and visual orientation discrimination
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
