Search

Traditional visual attention research predominantly employs a visual search paradigm focused on identifying a single target within a scene. This approach, however, may not fully encapsulate the complexities of natural environmental interactions, which often involve multiple decisions and actions. Addressing this gap, recent advancements have introduced touch-screen-based foraging tasks, where participants are required to identify and cancel multiple targets through tactile interaction. Despite its intuitive appeal, the widespread adoption of this methodology has been limited. This article explores the computer mouse as a viable alternative for target cancellation in such foraging tasks. We conducted an experiment comparing search performance between touch and mouse inputs in a visual foraging task, requiring participants to locate and interact with a known target multiple times under various search types. Our findings indicate that while mouse responses are marginally slower, the variance in response times is consistent across both input modalities. Contrary to expectations, we observed no significant disadvantages when employing the mouse as opposed to touch screens. The results suggest that the computer mouse is a competent and underutilized tool in visual attention research, offering a comparable and effective alternative to touch-based devices for complex search tasks.

The watching eyes effect has been shown to influence prosocial and antisocial behaviors. However, the eye characteristics which induce this effect remain unclear. This study explored how emotional expressions (anger, fear, happy, neutral), age (old, young), and sex (male, female) of eye images affect antisocial behavior, measured by stereotype endorsement. Participants rated their endorsement of 36 stereotype statements about race, gender, and religion topics, each paired with an eye image. Our findings indicated that stereotype endorsement did not differ significantly between neutral eye images and control flower images. We then used neutral eyes as control images to evaluate stereotype endorsement when being watched by eyes with other expressions. When comparing endorsement across age and sex in each expression, the data revealed higher endorsement for angry old male eyes and for happy young eyes (males and females), and lower endorsement for fearful eyes, except for old fearful female eyes. Therefore, varying the emotional expression, sex, and age of the eye images used in the watching eyes effect paradigm influences stereotype endorsement. To further unravel the underlying mechanisms behind the watching eyes effect, we encourage future research to explore how varying characteristics of the eyes affect responses/behaviors like stereotype endorsement.

Multitasking research in the laboratory is dominated by extremely simplistic dual-task paradigms. Although dual-tasks allow for some variations, they do not compare well to more complex everyday task settings. This study expands a classical dual-task paradigm by adding a third task. The dual-tasks and the triple-task always consisted of the same three single tasks. The aim was to investigate the effects of the combinations of the three single-tasks and in which manner response times and costs increased. Stimulus-response pairings were varied either once within participants (E1) or between participants (E2). Our results showed that the increase in response time from dual-tasks to triple-tasks was only 43% of the increase from single-tasks to dual-tasks suggesting a non-linear cost of adding tasks. Moreover, response times in each subtask were higher in triple-task situations compared to single-task or dual-task situations. This is in contrast to classical dual-tasks, in which typically only one of the two responses is delayed. Cognitively, for costs in triple-tasks, unlike in dual-tasks, task coordination seems to play a larger role compared to the classically suggested relationships between stimulus and response in terms of their modality- and ideomotor-compatibility which we will discuss. Overall, the study demonstrates that current multitasking research is limited in its generalizability by focusing only on dual-tasks and would benefit from research with more complex task settings.

Conducting behavioral experiments online has become more prevalent recently. Still, there is reluctance to embrace the possibilities this technology has to offer. So far, only simple tasks have been replicated in an online setting. In order to investigate whether collecting online also leads to high quality data in demanding tasks, we directly compared data collected in the lab with data collected online from a demanding dual-task paradigm and a psychological refractory period paradigm. In Experiment 1, we recruited from local pools, online and offline; in Experiment 2, we collected lab data from our local pool and online data from a remote commercial participant platform. We found that all relevant effects were replicated in the lab and online settings; effect sizes were similar. Additionally, most response time distributions were even statistically equivalent when comparing online and lab data. Thus, online effect sizes and variances can be comparable to lab-based data. Online studies are time-efficient and recruiting an online sample instead or on top of a laboratory sample should be considered for basic behavioral research. This can serve an important role in the generalizability and replicability of findings in the cognitive and behavioral sciences.

It was shown previously that observers can learn to exploit an uneven spatial distribution of singleton distractors to better shield visual search from distractors in the frequent versus the rare region (i.e., distractor location probability cueing; Sauter, Liesefeld, Zehetleitner, & Müller, 2018). However, with distractors defined in the same dimension as the search target, this comes at the cost of impaired detection of targets in the frequent region. In 3 experiments, the present study investigated the learning and unlearning of distractor location probability cueing and the carry-over of cueing effects from same- to different-dimension distractors. All experiments involved a visual search for an orientation-defined singleton target in the presence of either a more salient color-defined (different-dimension) or orientation-defined (same-dimension) distractor singleton, and all were divided into a learning session and a subsequent test session. The present study showed that with same-dimension (but not with different-dimension) distractors, the acquired cueing effect persists over a 24-h break between the training and test session and takes several hundred trials to be unlearned when the distribution is changed to even (50%/50%) in the test session. Furthermore, the target location effect as well as (somewhat less marked) the cueing effect carries over from learning with same-dimension distractors to test with different-dimension distractors. These carry-over effects are in line with the assumption that the learned distractor suppression effects are implemented at different levels in the hierarchical architecture of search guidance: the saliency map with same-dimension distractors versus a dimension-based level below the saliency map with different-dimension distractors.