Attentional guidance by implicit learning and explicit goals

描述（由申请人提供）：这个R 03项目旨在分离两种形式的空间注意力：由观察者的目标驱动的陈述形式和由内隐学习驱动的程序形式。与现有的理论相反，联合收割机结合目标和内隐学习到一个 自上而下的注意力的单一来源，我们假设，他们在几个方面，包括空间参考框架，依赖视觉工作记忆，任务特异性定性不同。我们提出了三条线的行为工作，以支持这一理论框架。首先，我们研究了外显指令对内隐学习注意的大小和空间参考框架的影响。一个单一的系统的观点预测，明确的指令应该增加的规模内隐学习的注意，明确的指令应该调制的坐标系用于编码出席的位置。双系统观点认为外显知识对内隐学习的注意力没有影响.其次，我们考察了视觉工作记忆负荷的增加对目标驱动注意和内隐学习注意的影响。单系统观点认为，工作记忆负荷的增加会损害两种形式的注意，但双系统观点认为，只有目标驱动的注意对工作记忆负荷敏感。最后，我们测试了不同任务之间的内隐学习的注意转移。 如果内隐学习的注意是程序性的，那么它不应该在视觉搜索和变化检测之间或两种视觉搜索之间转移。但是，如果内隐学习在空间位置的权重方面产生了一般性的变化，那么它应该在任务之间转移。尽管许多研究表明，注意力可以基于不同的来源（例如，目标和刺激显着性），这些独立的信息来源以类似的方式引导注意力，当多个来源可用时，往往导致加和效应不足。与此相反，目前的建议表明，空间注意力从根本上分为多种形式-陈述性和程序性。这种区别虽然在研究中很清楚， 记忆，还没有引起注意。未来的研究应该检查正常成人双系统观点的大脑基础，儿童双系统的发展，以及神经和精神病患者每个系统的选择性损伤。

DESCRIPTION (provided by applicant): This R03 project aims to dissociate two forms of spatial attention: a declarative form driven by an observer's goal and a procedural form driven by implicit learning. Contrary to existing theories that combine goals and implicit learning into a single source of top-down attention, we hypothesize that they differ qualitatively on several dimensions, including the spatial reference frame, reliance on visual working memory, and task specificity. We propose three lines of behavioral work to support this theoretical framework. First, we investigate the impact of explicit instructions on the magnitude and spatial reference frame of implicitly learned attention. A single-system view predicts that explicit instructions should increase the size of implicitly learned attention, and that explicit instructions should modulate the coordinate system used to code attended locations. A dual- system view predicts no effects of explicit knowledge on implicitly learned attention. Second, we examine the effect of increasing visual working memory load on goal-driven attention and implicitly learned attention. A single-system view predicts that increasing working memory load should impair both forms of attention, but a dual-system view predicts that only goal-driven attention is sensitive to working memory load. Finally, we test the transfer of implicitly learned attention between different tasks. If implicitly learned attention is procedural, then it should not transfer between visual search an change detection or between two types of visual search. But if implicit learning yields a generic change in how spatial locations are weighed, then it should transfer between tasks. Although many studies have shown that attention can be directed to spatial locations based on separate sources (e.g., goals and stimulus saliency), these separate sources of information guide attention in similar ways, often resulting in under-additive effects when multiple sources are available. In contrast, the current proposal suggests that spatial attention is fundamentally divided into multiple forms - declarative and procedural. This distinction, though clear in studies of memory, has not been proposed for attention. Future research should examine the brain basis of the dual-system view in normal adults, the development of the dual systems in children, and the selective impairment of each system in neurological and psychiatric patients.