Abstract

The cancellation task is a visual search task requiring rapid and accurate placement of a mark through each occurrence of a specific target displayed in an array of distractors on a sheet of paper. This study of 30 university students was conducted to examine the effects of visual field constriction on visual search in the cancellation task. Participants administered the orderly array cancellation task and the random array cancellation task while their visual fields were unrestricted (full vision), or restricted to 5°, 10°, or 15° by tunnel vision simulation goggles. The number of errors, time to completion, and the performance score as an index of cancelling efficiency were calculated. Results showed that the time to completion and the performance score were significantly greater in the random array cancellation task than in the structured array cancellation task, and in the narrowest visual field condition (5°) than in other visual field conditions (10°, 15°, and full vision). These results suggest that the visual search efficiency was degraded when the visual field was restricted to be less than 5° in the orderly and random array cancellation tasks used for this study.

Highlights

  • Cancellation tasks are visual search tasks that are commonly used to assess attention or planning

  • Results showed no significant differences between visual fields

  • This study was conducted to investigate whether visual field constriction affects visual search efficiency in orderly array and random array cancellation tasks in healthy adults

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Summary

Introduction

Cancellation tasks are visual search tasks that are commonly used to assess attention or planning. How to cite this paper: Saito, R., Ikeda, Y., Okuzumi, H., Kobayashi, I., & Kokubun, M. Cancellation tasks have been used frequently over many years in the field of neuropsychology. These tasks have been used as sensitive measures for detecting patients with visual neglect (e.g., Weintraub & Mesulum, 1988). Recent studies have used these tasks as an assessment of attentional ability in individuals with developmental disabilities such as dyslexia and attention deficit hyperactivity disorder (Huang & Wang, 2009; Jones, Craver-Lemley, & Barrett, 2008; Sandson, Bachna, & Morin, 2000; Wang & Huang, 2012)

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