Cognitive Psychology seminars

Visual perception is traditionally studied in isolation from other sensory systems, and while this approach has been exceptionally successful, in the real world, visual objects are often accompanied by sounds, smells, tactile information, or taste. How is visual processing influenced by these other sensory inputs? In this talk, I will review studies from our lab showing that a sound can influence the perception of a visual object in multiple ways. In the first part, I will focus on spatial interactions between sound and sight, demonstrating that co-localized sounds enhance visual perception. Then, I will show that these cross-modal interactions also occur at a higher contextual and semantic level, where naturalistic sounds facilitate the processing of real-world objects that match these sounds. Throughout my talk I will explore to what extent sounds not only improve visual processing but also alter perceptual representations of the objects we see. Most broadly, I will argue for the importance of considering multisensory influences on visual perception for a more complete understanding of our visual experience.

Face detection is an initial step of many social interactions involving a comparison between a visual input and a mental representation of faces, built from previous experience. Whilst emotional state was found to affect the way humans attend to faces, little research has explored the effects of emotions on the mental representation of faces. Here, we examined the specific perceptual modulation of geometric properties of the mental representations associated with state anxiety and state depression on face detection, and to compare their emotional expression. To this end, we used an adaptation of the reverse correlation technique inspired by Gosselin and Schyns’, (2003) ‘Superstitious Approach’, to construct visual representations of observers’ mental representations of faces and to relate these to their mental states. In two sessions, on separate days, participants were presented with ‘colourful’ noise stimuli and asked to detect faces, which they were told were present. Based on the noise fragments that were identified as faces, we reconstructed the pictorial mental representation utilised by each participant in each session. We found a significant correlation between the size of the mental representation of faces and participants’ level of depression. Our findings provide a preliminary insight about the way emotions affect appearance expectation of faces. To further understand whether the facial expressions of participants’ mental representations reflect their emotional state, we are conducting a validation study with a group of naïve observers who are asked to classify the reconstructed face images by emotion. Thus, we assess whether the faces communicate participants’ emotional states to others.

Analogies between old and new concepts are common during classroom instruction. While previous studies of transfer focus on how features of initial learning guide later transfer to new problem solving, less is known about how to best support analogical transfer from previous learning while children are engaged in new learning episodes. Such research may have important implications for teaching and learning in mathematics, which often includes analogies between old and new information. Some existing research promotes supporting learners' explicit connections across old and new information within an analogy. In this talk, I will present evidence that instructors can invite implicit analogical reasoning through warm-up activities designed to activate relevant prior knowledge. Warm-up activities "close the transfer space" between old and new learning without additional direct instruction.

A high-resolution central fovea is a prominent design feature of human vision. But how important is the fovea for information processing and gaze guidance in everyday visual-cognitive tasks? Following on from classic findings for sentence reading, I will present key results from a series of eye-tracking experiments in which observers had to search for a target object within static or dynamic images of real-world scenes. Gaze-contingent scotomas were used to selectively deny information processing in the fovea, parafovea, or periphery. Overall, the results suggest that foveal vision is less important and peripheral vision is more important for scene perception and search than previously thought. The importance of foveal vision was found to depend on the specific requirements of the task. Moreover, the data support a central-peripheral dichotomy in which peripheral vision selects and central vision recognizes.

Space is the universal donor for relations" (Gentner, 2014). This quote is the foundation of my talk. I will explore how and why visual representations and analogies are related, and why. I will also explore how considering the relation between analogy and spatial reasoning can shed light on why and how spatial thinking is correlated with learning in STEM fields. For example, I will consider children’s numbers sense and learning of the number line from the perspective of analogical reasoning.

A core question in human development is how we bring meaning to conventional symbols. This question is deeply connected to understanding how children learn mathematics—a symbol system with unique vocabularies, syntaxes, and written forms. In this talk, I will present findings from a program of research focused on children’s acquisition of place value symbols (i.e., multidigit number meanings). The base-10 symbol system presents a variety of obstacles to children, particularly in English. Children who cannot overcome these obstacles face years of struggle as they progress through the mathematics curriculum of the upper elementary and middle school grades. Through a combination of longitudinal, cross-sectional, and pretest-training-posttest approaches, I aim to illuminate relational learning mechanisms by which children sometimes succeed in mastering the place value system, as well as instructional techniques we might use to help those who do not.

Perception and action are biased by our recent experiences. Even when a sequence of stimuli are randomly presented, responses are sometimes attracted toward the past. The mechanism of such bias, recently termed serial dependence, is still under investigation. Currently, there is mixed evidence indicating that such bias could be either from a sensory and perceptual origin or occurring only at decisional stages. In this talk, I will present recent findings from our group showing that biases are decreased when disrupting the memory trace in a premotor region in a simple visuomotor task. In addition, we have shown that this bias is stable over periods of up to 8 s. At the end, I will show ongoing analysis of a recent experiment and argue that serial dependence may rely on distributed memory representations of stimuli and task relevant features.

To efficiently process sensory information, the brain relies on statistical regularities in the input. While generally improving the reliability of sensory estimates, this strategy also induces perceptual illusions that help reveal the underlying computational principles. Focusing on auditory and visual perception, in my talk I will describe how the brain exploits statistical regularities within and across the senses for the perception space, time and multisensory integration. In particular, I will show how results from a series of psychophysical experiments can be interpreted in the light of Bayesian Decision Theory, and I will demonstrate how such canonical computations can be implemented into simple and biologically plausible neural circuits. Finally, I will show how such principles of sensory information processing can be leveraged in virtual and augmented reality to overcome display limitations and expand human perception.

Unfamiliar face processing (face cognition) ability varies considerably in the general population. However, the means of its assessment are not standardised, and selected laboratory tests vary between studies. It is also unclear whether 1) the most commonly employed tests are reliable, 2) participants show a degree of consistency in their performance, 3) and the face cognition tests broadly measure one underlying ability, akin to general intelligence. In this study, we asked participants to perform eight tests frequently employed in the individual differences literature. We examined the reliability of these tests, relationships between them, consistency in participants’ performance, and used data driven approaches to determine factors underpinning performance. Overall, our findings suggest that the reliability of these tests is poor to moderate, the correlations between them are weak, the consistency in participant performance across tasks is low and that performance can be broadly split into two factors: telling faces together, and telling faces apart. We recommend that future studies adjust analyses to account for stimuli (face images) and participants as random factors, routinely assess reliability, and that newly developed tests of face cognition are examined in the context of convergent validity with other commonly used measures of face cognition ability.

Our ability to perceive the world around us can be affected by a number of factors including the nature of the external information, prior experience of the environment, and the integrity of the underlying perceptual system. A particular challenge for the brain is to maintain a coherent perception from information encoded by the peripheral sensory organs whose function is affected by typical, developmental changes across the lifespan. Yet, how the brain adapts to the maturation of the senses, as well as experiential changes in the multisensory environment, is poorly understood. Over the past few years, we have used a range of multisensory tasks to investigate the role of ageing on the brain’s ability to merge sensory inputs. In particular, we have embedded an audio-visual task based on the sound-induced flash illusion (SIFI) into a large-scale, longitudinal study of ageing. Our findings support the idea that the temporal binding window (TBW) is modulated by age and reveal important individual differences in this TBW that may have clinical implications. However, our investigations also suggest the TWB is experience-dependent with evidence for both long and short term behavioural plasticity. An overview of these findings, including recent evidence on how multisensory integration may be associated with higher order functions, will be discussed.

Visual perceptual learning (VPL) is defined as improved performance on a visual task due to visual experience. It was once argued that attention to a visual feature is necessary for VPL of the feature to occur. Contrary to this view, a phenomenon called task-irrelevant VPL demonstrated that VPL can occur due to exposure to a feature which is sub-threshold and task-irrelevant, and therefore, unattended. A series of findings based on task-irrelevant VPL has indicated the following two mechanisms. First, attention to a feature facilitates VPL of the feature while inhibiting VPL of unattended and supra-threshold features. Second, reward paired with a feature enables VPL of the feature irrespective of whether the feature is attended or not. However, we recently found an additional twist; VPL of a task-irrelevant and supra-threshold feature embedded in a natural scene is not subject to the inhibition of attention. This new finding suggests a need to revise the current view or add a new mechanism as to how VPL occurs.

Vision provides us with a holistic interpretation of the world that is, with very few exceptions, coherent and consistent across multiple levels of abstraction, from scene to objects to features. In this talk I will present results from past and ongoing work in my laboratory that investigates the role top-down signals play in establishing such coherent perceptual experience. Based on the results of several psychophysical experiments I will introduce a theory of “self-consistent inference” and show how it can account for human perceptual behavior. The talk will close with a discussion of how the theory can help us understand more cognitive processes.

Common factors are omnipresent in everyday life, e.g., it is widely held that there is a common factor g for intelligence. In vision, however, there seems to be a multitude of specific factors rather than a strong and unique common factor. In my thesis, I first examined the multidimensionality of the structure underlying visual illusions. To this aim, the susceptibility to various visual illusions was measured. In addition, subjects were tested with variants of the same illusion, which differed in spatial features, luminance, orientation, or contextual conditions. Only weak correlations were observed between the susceptibility to different visual illusions. An individual showing a strong susceptibility to one visual illusion does not necessarily show a strong susceptibility to other visual illusions, suggesting that the structure underlying visual illusions is multifactorial. In contrast, there were strong correlations between the susceptibility to variants of the same illusion. Hence, factors seem to be illusion-specific but not feature-specific. Second, I investigated whether a strong visual factor emerges in healthy elderly and patients with schizophrenia, which may be expected from the general decline in perceptual abilities usually reported in these two populations compared to healthy young adults. Similarly, a strong visual factor may emerge in action video gamers, who often show enhanced perceptual performance compared to non-video gamers. Hence, healthy elderly, patients with schizophrenia, and action video gamers were tested with a battery of visual tasks, such as a contrast detection and orientation discrimination task. As in control groups, between-task correlations were weak in general, which argues against the emergence of a strong common factor for vision in these populations. While similar tasks are usually assumed to rely on similar neural mechanisms, the performances in different visual tasks were only weakly related to each other, i.e., performance does not generalize across visual tasks. These results highlight the relevance of an individual differences approach to unravel the multidimensionality of the visual structure.

Visual comparisons are ubiquitous, and they can also be an important source for learning (e.g., Gentner et al., 2016; Kok et al., 2013). In science, technology, engineering, and math (STEM), key information is often conveyed through figures, graphs, and diagrams (Mayer, 1993). Comparing within and across visuals is critical for gleaning insight into the underlying concepts, structures, and processes that they represent. This talk addresses how people make visual comparisons and how visual comparisons can be best supported to improve learning. In particular, the talk will present a series of studies exploring the Spatial Alignment Principle (Matlen et al., 2020), derived from Structure-Mapping Theory (Gentner, 1983). Structure-mapping theory proposes that comparisons involve a process of finding correspondences between elements based on structured relationships. The Spatial Alignment Principle suggests that spatially arranging compared figures directly – to support correct correspondences and minimize interference from incorrect correspondences – will facilitate visual comparisons. We find that direct placement can facilitate visual comparison in educationally relevant stimuli, and that it may be especially important when figures are less familiar. We also present complementary evidence illustrating the preponderance of visual comparisons in 7th grade science textbooks.

Several lines of research have demonstrated that internally generated sensory experience - such as during memory, dreaming and mental imagery - activates similar neural representations as externally triggered perception. This overlap raises a fundamental challenge: how is the brain able to keep apart signals reflecting imagination and reality? In a series of online psychophysics experiments combined with computational modelling, we investigated to what extent imagination and perception are confused when the same content is simultaneously imagined and perceived. We found that simultaneous congruent mental imagery consistently led to an increase in perceptual presence responses, and that congruent perceptual presence responses were in turn associated with a more vivid imagery experience. Our findings can be best explained by a simple signal detection model in which imagined and perceived signals are added together. Perceptual reality monitoring can then easily be implemented by evaluating whether this intermixed signal is strong or vivid enough to pass a ‘reality threshold’. Our model suggests that, in contrast to self-generated sensory changes during movement, our brain does not discount self-generated sensory signals during mental imagery. This has profound implications for our understanding of reality monitoring and perception in general.

Selection is the hallmark of attention: processing improves for attended items but is relatively impaired for unattended items. It is well known that visual spatial attention changes sensory signals and perception in this selective fashion. In the work I will present, we asked whether and how attentional selection happens across time. First, our experiments revealed that voluntary temporal attention (attention to specific points in time) is selective, resulting in perceptual tradeoffs across time. Second, we measured small eye movements called microsaccades and found that directing voluntary temporal attention increases the stability of the eyes in anticipation of an attended stimulus. Third, we developed a computational model of dynamic attention, which proposes specific mechanisms underlying temporal attention and its selectivity. Lastly, I will mention how we are testing predictions of the model with MEG. Altogether, this research shows how precisely timed voluntary attention helps manage inherent limits in visual processing across short time intervals, advancing our understanding of attention as a dynamic process.