Sensorimotor synchronization (SMS) is the temporal coordination of motor movements with external or imagined stimuli. Finger-tapping studies indicate better SMS performance with auditory or tactile stimuli compared to visual. However, SMS with a visual rhythm can be improved by enriching stimulus properties (e.g., spatiotemporal content) or individual differences (e.g., one's vividness of auditory imagery). We previously showed that higher self-reported vividness of auditory imagery led to more consistent synchronization-continuation performance when participants continued without a guiding visual rhythm. Here, we examined the contribution of imagery to the SMS performance of proficient imagers, including an auditory or visual distractor task during the continuation phase. While the visual distractor task had minimal effect, SMS consistency was significantly worse when the auditory distractor task was present. Our electroencephalography analysis revealed beat-related neural entrainment, only when the visual or auditory distractor tasks were present. During continuation with the auditory distractor task, the neural entrainment showed an occipital electrode distribution, suggesting the involvement of visual imagery. Unique to SMS continuation with the auditory distractor task, we found neural and sub-vocal (measured with electromyography) entrainment at the three-beat pattern frequency. In this most difficult condition, proficient imagers employed both beat- and pattern-related imagery strategies. However, this combination was insufficient to restore SMS consistency to that observed with visual or no distractor task. Our results suggest that proficient imagers effectively utilized beat-related imagery in one modality when imagery in another modality was limited.
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http://dx.doi.org/10.1002/jnr.25383 | DOI Listing |
Interference from a salient distractor is typically reduced when the appearance of the distractor follows either spatial or feature-based regularities. Although there is a growing body of literature on distractor location learning, the understanding of distractor feature learning remains limited. In the current study, we investigated distractor feature learning by using EEG measures.
View Article and Find Full Text PDFFront Psychiatry
December 2024
Institute of Psychology, Faculty of Humanities and Social Sciences, University of Pécs, Pécs, Hungary.
Introduction: Previous research on the visual processing of threats has largely overlooked the Q8 distinct effects of various types of threats, despite evidence suggesting unique brain activation patterns for specific fears. Our study examines the differential effects of threat types on attentional processes, focusing on snakes and blood-injury-injection (BII) stimuli. We sought to test whether these two types of threat stimuli, as taskirrelevant distractors, would lead to similar effects in a visual search task.
View Article and Find Full Text PDFNat Hum Behav
January 2025
Department of Psychological and Brain Sciences, Washington University in St. Louis, St Louis, MO, USA.
Goal-directed behaviour requires humans to constantly manage and switch between multiple, independent and conflicting sources of information. Conventional cognitive control tasks, however, only feature one task and one source of distraction. Therefore, it is unclear how control is allocated in multidimensional environments.
View Article and Find Full Text PDFAppl Neuropsychol Child
December 2024
Grupo de Lingüística y Neurobiología Experimental del Lenguaje, Instituto de Ciencias Sociales, Humanas y Ambientales (INCIHUSA), CCT-Mendoza, CONICET. Facultad de Humanidades y Ciencias Económicas, Pontificia Universidad Católica Argentina (Sede Mendoza), Buenos Aires, Argentina.
Unlabelled: Executive functions (EF), including verbal and visuospatial working memory, inhibition, and cognitive flexibility, are associated with academic skills such as copying and producing written texts in school-age children.
Objective: The objective of this study was to examine the association between primary school children's executive function skills and their ability to copy and produce written texts.
Methodology: We included 282 children attending primary school (children in fourth to sixth grade; mean age = 10.
Neuroscience
December 2024
Department of Psychology, Hebei Normal University, Shijiazhuang, China. Electronic address:
Media multitasking has become pervasive in our daily lives, yet its impact on cognitive abilities remains contentious, with more evidence supporting adverse effects (scattered attention hypothesis) than benefits (trained attention hypothesis). Recent studies have increasingly focused on the training effects of behavioral training on anticipatory brain functions, which involve cognitive and motor preparation before stimulus onset, assessed using event-related potentials (ERPs). This study investigated whether media multitasking enhances anticipatory brain functions and how task difficulty influences this relationship.
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