Set Size and Mask Duration Do Not Interact in Object-Substitution Masking

Autor/inn/en	Argyropoulos, Ioannis; Gellatly, Angus; Pilling, Michael; Carter, Wakefield
Titel	Set Size and Mask Duration Do Not Interact in Object-Substitution Masking
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 39 (2013) 3, S.646-661 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0030240
Schlagwörter	Evidence; Interaction; Spatial Ability; Attention; Shift Studies; Discrimination Learning; Educational Experiments; Inhibition; Experimental Psychology; Interference (Learning); Cognitive Processes + Suchen Sie Ihr Suchwort? Evidenz; Interaktion; Räumliches Vorstellungsvermögen; Aufmerksamkeit; Schichtunterricht; Lernen; Lernprozess; Schulversuch; Hemmung; Experimentelle Psychologie; Cognitive process; Kognitiver Prozess
Abstract	Object-substitution masking (OSM) occurs when a mask, such as four dots that surround a brief target item, onsets simultaneously with the target and offsets a short time after the target, rather than simultaneously with it. OSM is a reduction in accuracy of reporting the target with the temporally trailing mask, compared with the simultaneously offsetting mask. It has been thought that OSM occurs only if attention cannot be rapidly focused, or prefocused, on the target location. One line of evidence for this is a reported interaction between target display set size and the duration of the trailing mask. We analyze the evidence for this interaction and suggest it occurs only as an artifact of data being compressed by a ceiling effect. We report six experiments that support this interpretation by showing that the interaction is always absent unless a ceiling effect is induced. We go on to analyze other evidence to support the notion that attention modulates OSM, and argue that in each case, the data either reflect a ceiling effect or can be explained in another way. Our data and our analyses of the existing literature have strong implications for how OSM should be conceptualized. (Contains 13 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10