Performance-linked visual feedback slows response times during a sustained attention task.

Continuous performance task Feedback Real-time tracking Sustained attention

Journal

Cognitive research: principles and implications
ISSN: 2365-7464
Titre abrégé: Cogn Res Princ Implic
Pays: England
ID NLM: 101697632

Informations de publication

Date de publication:
29 05 2023
Historique:
received: 12 08 2021
accepted: 09 05 2023
medline: 31 5 2023
pubmed: 29 5 2023
entrez: 29 5 2023
Statut: epublish

Résumé

In the present study, we tested a visual feedback triggering system based on real-time tracking of response time (RT) in a sustained attention task. In our task, at certain points, brief visual feedback epochs were presented without interrupting the task itself. When these feedback epochs were performance-linked-meaning that they were triggered because participants were responding more quickly than usual-RTs were slowed after the presentation of feedback. However, visual feedback epochs displayed at predetermined times that were independent of participants' performance did not slow RTs. Results from a second experiment support the idea that this is not simply a return to baseline that would have occurred had the feedback not been presented, but instead suggest that the feedback itself was effective in altering participants' responses. In a third experiment, we replicated this result across with both written word feedback and visual symbolic feedback, as well as in cases where the participant was explicitly told that the feedback was linked to their performance. All together, these data provide insight into potential mechanisms for detecting and disrupting lapses in sustained attention without interrupting a continuous task.

Identifiants

pubmed: 37247039
doi: 10.1186/s41235-023-00487-w
pii: 10.1186/s41235-023-00487-w
pmc: PMC10226944
doi:

Types de publication

Journal Article Research Support, N.I.H., Extramural

Langues

eng

Sous-ensembles de citation

IM

Pagination

32

Subventions

Organisme : NINDS NIH HHS
ID : R15 NS113135
Pays : United States

Informations de copyright

© 2023. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.

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Auteurs

Ashley C Steinkrauss (AC)

Department of Psychology, Connecticut College, 270 Mohegan Avenue, New London, CT, 06320, USA. asteinkrauss14@gmail.com.
Department of Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA. asteinkrauss14@gmail.com.

Anjum F Shaikh (AF)

Department of Psychology, Connecticut College, 270 Mohegan Avenue, New London, CT, 06320, USA.

Erin O'Brien Powers (E)

Department of Psychology, Connecticut College, 270 Mohegan Avenue, New London, CT, 06320, USA.

Jeff Moher (J)

Department of Psychology, Connecticut College, 270 Mohegan Avenue, New London, CT, 06320, USA. jmoher@conncoll.edu.

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Classifications MeSH