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Spatial attention changes the sampling of visual space. Behavioral studies suggest that feature-based attention modulates this resampling to optimize the attended feature's sampling. We investigate this hypothesis by estimating spatial sampling in visual cortex while independently varying both feature-based and spatial attention. Our results show that spatial and feature-based attention interacted: resampling of visual space depended on both the attended location and feature (color vs. temporal frequency). This interaction occurred similarly throughout visual cortex, regardless of an area's overall feature preference. However, the interaction did depend on spatial sampling properties of voxels that prefer the attended feature. These findings are parsimoniously explained by variations in the precision of an attentional gain field. Our results demonstrate that the deployment of spatial attention is tailored to the spatial sampling properties of units that are sensitive to the attended feature., Competing Interests: Dv, JT, TK No competing interests declared, (© 2018, van Es et al.)

Saccades can either be elicited automatically by salient peripheral stimuli or can additionally depend on explicit cognitive goals. Similarly, it is thought that motor adaptation is driven by the combination of a more automatic, implicit process and a more explicit, cognitive process. However, the degree to which such implicit and explicit learning contribute to the adaptation of more reactive and voluntary saccades remains elusive. To study this question, we employed a global saccadic adaptation paradigm with both increasing and decreasing saccade amplitudes. We assessed the resulting adaptation using a dual state model of motor adaptation. This model decomposes learning into a fast and slow process, which are thought to constitute explicit and implicit learning, respectively. Our results show that adaptation of reactive saccades is equally driven by fast and slow learning, while fast learning is nearly absent when adapting voluntary (i.e. scanning) saccades. This pattern of results was present both when saccade gain was increased or decreased. Our results suggest that the increased cognitive demands associated with voluntary compared to reactive saccade planning interfere specifically with explicit learning. [ABSTRACT FROM AUTHOR]