The authors have no acknowledgements.

NOTE: All subjects must give informed written consent before the experimental protocol. All procedures, consent forms, and the experimental protocol must be approved by the local Committee for the Protection of Human Subjects.
1. Preparing the Subject for the Experiment
<ol>
	<li>Recruit participants from the local area and compensate them for their time. The participants must have normal or corrected-to-normal visual acuity and English as their first language.</li>
</ol>
2. Stimuli
<ol>
	<li>Choose at least seven different categories from Battig and Montague9 to use in the target detection task explained below.</li>
	<li>Choose nouns from the category norms you selected in Battig and Montaque9 to use as targets as well as other words from separate categories to use as decoys in the target detection task explained below. Make sure the set of words collected in this step is large enough so each subject can be tested with many trails without repeatedly using the same target.</li>
	<li>Choose nouns from the Penn Treebank corpus, with frequency higher than 1 per million10 to use as nontargets and distractors to be tested against the nontarget nouns in the memory task explained below. Make sure the set of words collected in this step is also large enough so that repeatedly using a word can be avoided for a given subject.</li>
	<li>Choose words 4 or 5 letters in length. Trials can be divided into 4-letter words trials and 5-letter words trials. Use only 4-letter words for 4-letter words trials, and 5-letter words for 5-letter words trials.</li>
	<li>For each trial, randomly select 1 target and 1 decoy that are prepared in step 2.2; from the set that are prepared in step 2.3, randomly select 7 words as nontargets and 5 words as memory task distractors. Make sure the words are never repeated in a given trial.</li>
</ol>
3. Collect Information from the Participant
<ol>
	<li>Before the actual experiment begins, add a section into your experiment, or create a piece of paper to record information about the participant (name, age, handedness, gender).</li>
</ol>
4. Display Instructions
<ol>
	<li>Make sure the participants understand and fully read the instructions.</li>
	<li>Clearly state that there are two tasks in the experiment, first the participants have to detect the presence or absence of a target noun in a displayed category. Second, participants will be tested on other words in the sequence, so participants must try to remember all the words in the RSVP task described below.</li>
	<li>Make the response keys clear and easy to remember.</li>
</ol>
5. Rapid Serial Visual Presentation (RSVP)
<ol>
	<li>Use A 21-inch CRT monitor, or equivalent (refresh rate = 85 Hz, resolution = 1,280 x 1,024 pixels) to display the stimuli. Use standard scientific software and a stimuli presentation toolbox to run the experiment. Present the words in black and Courier font (size 14) on a white background.</li>
	<li>Start each trial with a display of the target category for 1.2 sec, followed by a fixation cross for 500 msec and a blank screen for 200 msec. Next, present 8 nouns using SOAs of either 120, 240, or 360 msec/item making sure distractor nouns are never used as target nouns across trials. Each trial takes about 10 sec. 
	NOTE: in total, there were 96 trials and 8 practice trials in the exemplar experiment 1, including 16 repetitions for each condition. A typical session with this experimental design will take a subject 15&#8211;20 min to complete.</li>
</ol>
6. Target Detection Task
<ol>
	<li>Prepare two nouns, one belonging to the target category and the other not belonging to the target category (a decoy noun), for every trial. In half of the trials, present the target noun. And in the other half of the trials, present the decoy noun. Ensure the target position is never one of the first or last positions in the presentation.</li>
	<li>After the RSVP, give participants 2 sec to respond &#8220;Yes&#8221; or &#8220;No&#8221; to indicate whether the presentation contained a word from the target category.</li>
</ol>
7. Recognition Memory Task for Nontargets
<ol>
	<li>Present the first recognition memory task for nontargets after the 2-sec interval for response to the categorical task. 
	NOTE: this first memory task is always a word either immediately before or immediately after the target word in the sequence, or in the middle of the sequence for trials not containing a target word.</li>
	<li>Show the test word randomly on the right or left side of the screen next to a word that was not in the sequence, acquired from protocol step 2.2.</li>
	<li>Keep these words on the screen until participants make a response using the left or right arrow key, corresponding to the position of the word that was displayed in the sequence.</li>
	<li>Present the second memory test after the response, using a word in the sequence not directly before or after the target, to keep participants from paying extra attention to the words around the target. Use the same procedure as the first memory task.</li>
	<li>To avoid fatigue or eye strain, encourage participants to take rests between experimental trials. Participants usually do not need more than a few seconds to rest between consecutive trials.</li>
</ol>
8. Counterbalanced SOA Memory Task
<ol>
	<li>If interested in examining AB effects on more nontarget items, in a second experiment, use the same RSVP procedure with a counterbalanced, between-subject design. 
	NOTE: In the demonstrative study, the SOAs of 120 or 240 msec were counterbalanced between participants. Other SOAs can be tested as well. This experiment does not need to be conducted with the same participants or in the same sessions as the first experiment.</li>
	<li>Use three memory tests after the detection task for this experiment. Make sure that the test words are equally likely to be from positions 2 through 7 around the target for target present trials, or around the decoy noun in the target absent trials. 
	NOTE: the procedure and button press is the same as the first experiment.</li>
</ol>
9. Wrapping up
<ol>
	<li>De-brief with the participants if they are interested in the purpose of the study. To protect participant&#8217;s privacy, identifying information about participants (e.g., name) should be removed and replaced with number coding to be affiliated with the data file.</li>
	<li>If needed, when data from multiple participants are collected, use ANOVAs or planned contrast t-tests to compare memory performances in target present versus target absent conditions. 
	NOTE: We suggest to focus on the data from correctly answered trials of the target detection task, as participant&#8217;s attention may be unfocused in incorrectly answered trials of the target detection task.</li>
</ol>

<ol>
	<li>Raymond, J. E., Shapiro, K. L., Arnell, K. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Temporary+suppression+of+visual+processing+in+an+RSVP+task:+An+attentional+blink.">Temporary suppression of visual processing in an RSVP task: An attentional blink.</a> J Exp Psychol Hum Percept Perform. 18 (3), 849-860 (1992).</li><li>Dux, P. E., Marois, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+attentional+blink:+A+review+of+data+and+theory.">The attentional blink: A review of data and theory.</a> Atten Percept Psychophys. 71 (8), 1683-1700 (2009).</li><li>Desimone, R., Duncan, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Neural+mechanisms+of+selective+visual+attention.">Neural mechanisms of selective visual attention.</a> Annu Rev Neurosci. 18 (1), 193-222 (1995).</li><li>Reynolds, J. H., Heeger, D. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+normalization+model+of+attention.">The normalization model of attention.</a> Neuron. 61 (2), 168-185 (2009).</li><li>Nieuwenstein, M. R., Potter, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Temporal+Limits+of+Selection+and+Memory+Encoding:+A+Comparison+of+Whole+versus+Partial+Report+in+Rapid+Serial+Visual+Presentation.">Temporal Limits of Selection and Memory Encoding: A Comparison of Whole versus Partial Report in Rapid Serial Visual Presentation.</a> Psychol Sci. 17 (6), 471-475 (2006).</li><li>Potter, M. C., Nieuwenstein, M., Strohminger, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Whole+report+versus+partial+report+in+RSVP+sentences.">Whole report versus partial report in RSVP sentences.</a> J Mem Lang. 58 (4), 907-915 (2008).</li><li>Loach, D., Mar&#237;-Beffa, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Post-target+inhibition:+A+temporal+binding+mechanism.">Post-target inhibition: A temporal binding mechanism.</a> Visual Cognition. 10 (5), 513-526 (2003).</li><li>Meng, M., Potter, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=An+attentional+blink+for+nontargets.">An attentional blink for nontargets.</a> Atten Percept Psychophys. 73 (2), 440-446 (2010).</li><li>Battig, W. F., Montague, W. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Category+norms+for+verbal+items+in+56+categories.">Category norms for verbal items in 56 categories.</a> J. Exp. Psychol. 80 (3), 46 (1969).</li><li>Marcus, M. P., Marcinkiewicz, M. A., Santorini, B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Building+a+large+annotated+corpus+of+English:+The+Penn+Treebank.">Building a large annotated corpus of English: The Penn Treebank.</a> Computational linguistics. 19 (2), 313-330 (1993).</li></ol>

The authors have nothing to disclose.

This novel dual-task approach combined a categorical RSVP detection task with two-alternative forced choice memory tasks immediately following the detection task. Our representative results replicate a previously published study8, showing that target detection may impair memory encoding of nontargets that are presented after the target, especially at the lag-2 position in RSVP. At a glance, this is an effect similar to AB with lag-1 sparing that suggests transient attention modulated by target detection8<...

Rapid Serial Visual Presentation (RSVP) has been used to show that there is an attentional blink (AB) when two targets are presented sequentially within about 500 msec1. If the second target is presented within about 150 msec, however, there is enhancement in the processing of both targets (e.g., lag-1 sparing)2. A similar phenomenon has been found in spatial attention studies. Both the biased competition model of selective attention3 and the normalization model of attention4 suggest that attention enhances the processing of items presented in the attended location but suppresses the processing of nearby items. Could this spatial proximity suppression also explain the temporal AB of subsequent items, both nontargets and targets?
Past studies have looked at memory of a presentation of items and found AB when participants were instructed to partially report the sequence of items, but not when participants were instructed to report the entire sequence5,6. These results suggest that when attention is allocated over all the words in a sequence, there is no AB, and the span of attention is large. Since the above experiment included all or half of the words as targets, what would happen if participants were told to only look for one target, and all other words were nontargets? Is there AB for nontargets?
Loach and Mari-Beffa published a study about the influence of target detection on memory for distractors, and found the memory for a distractor was inhibited based on its proximity to the target7. This indirect design, however, was limited to using only four letters (X, H, S, and O), with any of the letters being a target, critical distractor, or probe. Letters that were never presented as targets or probes would be the remaining distractors.
To overcome the limitations in previous studies, a novel dual-task procedure was developed by Meng and Potter to investigate whether the detection of a target would suppress processing of nearby nontargets8. This paper describes this procedure in detail. First, participants searched a sequence of RSVP words for a categorical target word. Second, there was a memory task involving words that were present in the RSVP task, but were not the target. In this procedure, the nontarget words were distractors. The nontarget words, which would be tested in the memory task, had to be attended and remembered by the subject. In each trial, new words would be used; therefore nontarget words were never presented as a target.

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		<tr height="21">
			<td height="21" style="height:21px;width:240px;">Name of Reagent/ Equipment</td>
			<td style="width:132px;">Company</td>
			<td style="width:119px;">Catalog Number</td>
			<td style="width:528px;">Comments/Description</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:240px;">Dell CRT Monitor</td>
			<td style="width:132px;">Dell Inc.</td>
			<td style="width:119px;">P1130</td>
			<td>21-inch, refresh rate = 85 Hz, resolution = 1280 x 1024 pixels, 16 bits color depth</td>
		</tr>
		<tr height="21">
			<td height="21" style="height:21px;width:240px;">Apple Macintosh Computer</td>
			<td style="width:132px;">Apple Inc.</td>
			<td style="width:119px;">A1278</td>
			<td></td>
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		<tr height="42">
			<td height="42" style="height:42px;width:240px;">MATLAB</td>
			<td style="width:132px;">The MathWorks Inc.</td>
			<td style="width:119px;">R2009b</td>
			<td></td>
		</tr>
		<tr height="42">
			<td height="42" style="height:42px;width:240px;">Psychophysics Toolbox for MATLAB</td>
			<td style="width:132px;"></td>
			<td style="width:119px;">PTB-3</td>
			<td>This toolbox is used to present stimuli and collect behavioral data.</td>
		</tr>
	</tbody>
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a dual task procedure combined with rapid serial visual presentation to test attentional blink for nontargets

When viewers search for targets in a rapid serial visual presentation (RSVP) stream, if two targets are presented within about 500 msec of each other, the first target may be easy to spot but the second is likely to be missed. This phenomenon of attentional blink (AB) has been widely studied to probe the temporal capacity of attention for detecting visual targets. However, with the typical procedure of AB experiments, it is not possible to examine how the processing of non-target items in RSVP may be affected by attention. This paper describes a novel dual task procedure combined with RSVP to test effects of AB for nontargets at varied stimulus onset asynchronies (SOAs). In an exemplar experiment, a target category was first displayed, followed by a sequence of 8 nouns. If one of the nouns belonged to the target category, participants would respond &#8216;yes&#8217; at the end of the sequence, otherwise participants would respond &#8216;no&#8217;. Two 2-alternative forced choice memory tasks followed the response to determine if participants remembered the words immediately before or after the target, as well as a random word from another part of the sequence. In a second exemplar experiment, the same design was used, except that 1) the memory task was counterbalanced into two groups with SOAs of either 120 or 240 msec and 2) three memory tasks followed the sequence and tested remembrance for nontarget nouns in the sequence that could be anywhere from 3 items prior the target noun position to 3 items following the target noun position. Representative results from a previously published study demonstrate that our procedure can be used to examine divergent effects of attention that not only enhance targets but also suppress nontargets. Here we show results from a representative participant that replicated the previous finding.&#160;

For experiment 1, the representative subject&#8217;s accuracy for detecting a noun in the target category over SOAs was 72% at 120 msec, 91% at 240 msec, and 94% for 360 msec. For the memory task, only correctly answered trials of the target detection task were used, and trials were separated based on the presence or absence of a categorical target noun and then split into subsets based on their positions corresponding to the target noun, or their serial positions corresponding to the decoy target noun in target absent t...

Watch this Scientific Journal Video about A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets at JoVE.com

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

This paper describes a novel dual task procedure combined with Rapid Serial Visual Presentation to look at attentional blink at varied stimulus onset asynchronies. This experimental procedure differed from others in that it tested attentional blink for nontargets.

When viewers search for targets in a rapid serial visual presentation (RSVP) stream, if two targets are presented within about 500 msec of each other, the ...

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9.1K Views.  Dartmouth College. This paper describes a novel dual task procedure combined with Rapid Serial Visual Presentation to look at attentional blink at varied stimulus onset asynchronies. This experimental procedure differed from others in that it tested attentional blink for nontargets.

Video: A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. Test day challenges, modifications to the standard task, can be used to systematically tax the neural systems controlling either attention or impulse control. Importantly, these challenges have consistent effects on behavior across laboratories in intact animals and can reveal either enhancements or deficits in cognitive function that are not apparent when rats are only tested on the standard task. The variety of behavioral measures that are collected can be used to determine if other factors (i.e., sedation, motivation deficits, locomotor impairments) are contributing to changes in performance. The versatility of the 5CSRTT is further enhanced because it is amenable to combination with pharmacological, molecular, and genetic techniques.

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. Test day challenges, which are modifications of the standard task, increase flexibility of the task and can be combined with other manipulations to more fully characterize behavior.

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. ...

The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice

Cognitive impairment, particularly involving dysfunction of circuitry within the prefrontal cortex (PFC), represents a core feature of many neuropsychiatric and neurodevelopmental disorders, including depression, post-traumatic stress disorder, schizophrenia and autism spectrum disorder. Deficits in cognitive function also represent the most difficult symptom domain&#160;to successfully treat, as serotonin reuptake inhibitors and tricyclic antidepressants have only modest effects. Functional neuroimaging studies and postmortem analysis of human brain tissue implicate the PFC as being a primary region of dysregulation in patients with these disorders. However, preclinical behavioral assays used to assess these deficits in mouse models which can be readily manipulated genetically and could provide the basis for studies of new treatment avenues have been underutilized. Here we describe the adaptation of a behavioral assay, the attentional set shifting task (AST), to be performed in mice to assess prefrontal cortex mediated cognitive deficits. The neural circuits underlying behavior during the AST are highly conserved across humans, nonhuman primates and rodents, providing excellent face, construct and predictive validity.

The goal of this protocol is to perform a behavioral assay such as the attentional set shifting task (AST) to assess prefrontal cortex-mediated cognitive flexibility in mice.

Cognitive impairment, particularly involving dysfunction of circuitry within the prefrontal cortex (PFC), represents a core feature of many ...

Methods to Test Visual Attention Online

Online data collection methods have particular appeal to behavioral scientists because they offer the promise of much larger and much more representative data samples than can typically be collected on college campuses. However, before such methods can be widely adopted, a number of technological challenges must be overcome &#8211; in particular in experiments where tight control over stimulus properties is necessary. Here we present methods for collecting performance data on two tests of visual attention. Both tests require control over the visual angle of the stimuli (which in turn requires knowledge of the viewing distance, monitor size, screen resolution, etc.) and the timing of the stimuli (as the tests involve either briefly flashed stimuli or stimuli that move at specific rates). Data collected on these tests from over 1,700 online participants were consistent with data collected in laboratory-based versions of the exact same tests. These results suggest that with proper care, timing/stimulus size dependent tasks can be deployed in web-based settings.

To replicate laboratory settings, online data collection methods for visual tasks require tight control over stimulus presentation. We outline methods for the use of a web application to collect performance data on two tests of visual attention.

Online data collection methods have particular appeal to behavioral scientists because they offer the promise of much larger and much more representative ...

Combined Shuttle-Box Training with Electrophysiological Cortex Recording and Stimulation as a Tool to Study Perception and Learning

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the necessary equipment is now available by several commercial companies. This protocol provides a detailed description of a two-way shuttle-box avoidance learning paradigm in rodents (here Mongolian gerbils; Meriones unguiculatus) in combination with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical electrophysiological in vivo recordings. The detailed protocol is applicable to study multiple aspects of learning behavior and perception in different rodent species.
Site-specific ICMS of auditory cortical circuits as conditioned stimuli here is used as a tool to test the perceptual relevance of specific afferent, efferent and intracortical connections. Distinct activation patterns can be evoked by using different stimulation electrode arrays for local, layer-dependent ICMS or distant ICMS sites. Utilizing behavioral signal detection analysis it can be determined which stimulation strategy is most effective for eliciting a behaviorally detectable and salient signal. Further, parallel multichannel-recordings using different electrode designs (surface electrodes, depth electrodes, etc.) allow for investigating neuronal observables over the time course of such learning processes. It will be discussed how changes of the behavioral design can increase the cognitive complexity (e.g. detection, discrimination, reversal learning).

Shuttle-box avoidance learning is well-established in behavioral neuroscience. This protocol describes how shuttle-box learning in rodents can be combined with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical in vivo recordings as a tool to study multiple aspects of learning and perception.

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the ...

Bouncing Ball with a Uniformly Varying Velocity in a Metronome Synchronization Task

Sensorimotor synchronization (SMS), a fundamental human ability to coordinate movements with external rhythms, has long been thought to be modality specific. In the canonical metronome synchronization task that requires tapping a finger along with an isochronous sequence, a well-established finding is that synchronization is much more stable to an auditory sequence consisting of auditory tones than to a visual sequence consisting of visual flashes. However, recent studies have shown that periodically moving visual stimuli can substantially improve synchronization compared with visual flashes. In particular, synchronization of a visual bouncing ball that has a uniformly varying velocity was found to be not less stable than synchronization of auditory tones. Here, the current protocol describes the application of the bouncing ball with a uniformly varying velocity in a metronome synchronization task. The usage of the bouncing ball in sequences with different inter-onset intervals (IOI) is included. The representative results illustrate synchronization performance of the bouncing ball, as compared with the performances of auditory tones and visual flashes. Given its comparable synchronization performance to that of auditory tones, the bouncing ball is of particular importance for addressing the current research topic of whether modality-specific mechanisms underlay SMS.

The purpose of this protocol is to introduce the application of a bouncing ball with a uniformly varying velocity in a metronome synchronization task.

Sensorimotor synchronization (SMS), a fundamental human ability to coordinate movements with external rhythms, has long been thought to be modality ...

Central and Divided Visual Field Presentation of Emotional Images to Measure Hemispheric Differences in Motivated Attention

Two dominant theories on lateralized processing of emotional information exist in the literature. One theory posits that unpleasant emotions are processed by right frontal regions, while pleasant emotions are processed by left frontal regions. The other theory posits that the right hemisphere is more specialized for the processing of emotional information overall, particularly in posterior regions.
Assessing the different roles of the cerebral hemispheres in processing emotional information can be difficult without the use of neuroimaging methodologies, which are not accessible or affordable to all scientists. Divided visual field presentation of stimuli can allow for the investigation of lateralized processing of information without the use of neuroimaging technology. 
This study compared central versus divided visual field presentations of emotional images to assess differences in motivated attention between the two hemispheres. The late positive potential (LPP) was recorded using electroencephalography (EEG) and event-related potentials (ERPs) methodologies to assess motivated attention. Future work will pair this paradigm with a more active behavioral task to explore the behavioral impacts on the attentional differences found.

This study compared central versus divided visual field presentations of emotional images to assess differences in motivated attention between the two hemispheres. The late positive potential (LPP) was recorded using electroencephalography (EEG) and event-related potentials (ERPs) methodologies to assess motivated attention.

Two dominant theories on lateralized processing of emotional information exist in the literature. One theory posits that unpleasant emotions are processed ...

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that involves finger-pressing movements while sitting, the modified SRT task requires participants to step with both feet while maintaining a standing posture. This stepping task necessitates whole body actions that impose postural challenges. The foot-stepping task complements the classic SRT task in several ways. The foot-stepping SRT task is a better proxy for the daily activities that require ongoing postural control, and thus may help us better understand sequence learning in real-life situations. In addition, response time serves as an indicator of sequence learning in the classic SRT task, but it is unclear whether response time, reaction time (RT) representing mental process, or movement time (MT) reflecting the movement itself, is a key player in motor sequence learning. The foot-stepping SRT task allows researchers to disentangle response time into RT and MT, which may clarify how motor planning and movement execution are involved in sequence learning. Lastly, postural control and cognition are interactively related, but little is known about how postural control interacts with learning motor sequences. With a motion capture system, the movement of the whole body (e.g., the center of mass (COM)) can be recorded. Such measures allow us to reveal the dynamic processes underlying discrete responses measured by RT and MT, and may aid in elucidating the relationship between postural control and the explicit and implicit processes involved in sequence learning. Details of the experimental set-up, procedure, and data processing are described. The representative data are adopted from one of our previous studies. Results are related to response time, RT, and MT, as well as the relationship between the anticipatory postural response and the explicit processes involved in implicit motor sequence learning.

The &quot;Motor&quot; in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

We introduce the foot-stepping serial reaction time (SRT) task. This modified SRT task, complementing the classic SRT task that involves only finger-pressing movement, better approximates daily sequenced activities and allows researchers to study the dynamic processes underlying discrete response measures and disentangle the explicit process operating in implicit sequence learning.

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that ...

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Reciprocal social behavior (RSB), an early-emerging capacity to engage in social contingency&#8212;which is foundational for both social learning and social competency&#8212;is hypothesized to be disrupted in autism spectrum disorder (ASD). The ability to quantify the full range of RSB during the toddler period, when core symptoms of ASD often arise, is pivotal for evaluating early risk for ASD, characterizing social development, and tracking response to early interventions. However, important parameters of variation in RSB&#8212;especially prior to the development of verbal language&#8212;can be nuanced and difficult to characterize using questionnaire-based methods. To address this challenge, we developed a system for measuring quantitative variation in RSB in toddlers (ages 18 - 30 months) that incorporated not only standard questionnaire data from caregivers but also a novel set of video-referenced items, through which a respondent compares the behavior of a subject to that observed in a short video of a young child manifesting a highly competent level of social communication. Testing of this measure in a general population sample of twins confirmed that both the video-referenced items and the RSB Total Score (video-referenced items plus non-video-referenced items) displayed unimodal, continuous distributions, strong internal consistency, marked preservation of individual differences, and extremely high heritability. In addition, video-referenced items were particularly sensitive to quantifying incremental changes in social communication, a major element of RSB, over the course of early childhood development. Scores on the vrRSB clearly differentiated children with and without ASD and these data comprise an initial validation of this promising method for quantifying early RSB&#8212;cross-sectionally, over time, and as a function of early intervention.

Here we present a protocol for administration of the video-referenced rating of reciprocal social behavior (vrRSB) using a paper or online version. This survey quantifies RSB, a prerequisite for social competence, in toddlers through &#34;video-referenced&#34; items whereby a subject is compared to a reference child shown in a three-minute video.

Reciprocal social behavior (RSB), an early-emerging capacity to engage in social contingency&#8212;which is foundational for both social learning and ...

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking

This method uses a rapid serial visual presentation (RSVP) paradigm to measure the cost of distraction when participants maintain multiple search goals. The protocol identifies two types of distraction within a single task - contingent attentional capture and set-specific capture - that represent different types of limitations of cognitive processing. Participants search for letters in two or more &#34;target&#34; ink colors (e.g., green and orange) within a continuous RSVP stream of heterogeneously colored letters, while ignoring two peripheral RSVPs of letters. Upon detecting a target, participants are to identify the letter. On some trials, target-colored distractors appear in the periphery just prior to the presentation of a target, causing a drop in target identification performance. Contingent attentional capture is observed by examining performance on trials in which the peripheral distractor is the same color as the target on that trial (e.g., both orange). Set-specific capture is represented by performance on trials in which the peripheral distractor is target-colored (e.g., orange), but not the same color as the target on that trial (e.g., green.) By varying the amount of time (i.e., the number of stimuli appearing) between the presentation of the distractor and the target, researchers can observe how participants recover from these distraction costs over time. As compared to static displays that are often used to measure contingent attentional capture, the dynamic display produces much larger effects, allowing the researcher to identify subtle effects of smaller manipulations. An unusual aspect of our design is that it employs a continuous display; &#34;filler&#34; stimuli connect one trial to the next seamlessly, and participants respond during this interval whenever they detect a target. The continuous display reduces chance performance to near-zero levels (rather than 50%) and provides researchers with a more sensitive measure of performance differences across trial types.

This method uses a dynamic visual display to index costs of distraction during visual search, including both &#34;contingent attentional capture&#34; and &#34;set-specific capture,&#34; which is a cost of distraction that occurs when the participants maintain multiple search goals simultaneously. This method has revealed basic mechanisms and limitations of visual attention.

This method uses a rapid serial visual presentation (RSVP) paradigm to measure the cost of distraction when participants maintain multiple search goals. ...

Elevated Plus Maze Test Combined with Video Tracking Software to Investigate the Anxiolytic Effect of Exogenous Ketogenic Supplements

The overall goal of this study is to describe the methodology of the elevated plus maze (EPM) test in combination with a video tracking software. The purpose of the method is to document the effect of various potential anxiolytic treatments on laboratory rodent models. The EPM test is based on the rodents&#39; proclivity toward protected, enclosed dark spaces and unconditioned fear of open spaces and heights, and their innate intense motivation to explore novel environments. The EPM test is a widely used behavioral test for investigating the anxiolytic or anxiogenic responses of rodents given drugs that are known to affect behavior. Observation demonstrating a decreased proportion of time spent on closed arms, an increased proportion of time spent on open arms, a reduced number of entries to closed arms, and an elevated number of entries to open arms measured by the EPM test may reflect reduced anxiety levels. Using this method, the effect of exogenous ketone supplements on anxiety-related behavior is tested in Sprague Dawley (SPD) rats. Exogenous ketone supplements are chronically fed to the rats for 83 days or subchronically and acutely orally gavaged, daily for 7 days, before conducting the EPM test. Behavioral data collection is performed using the SMART video tracking system by a blinded observer at the end of the treatments. The main findings indicate that the EPM test is an effective method to detect the ketone supplement-induced anxiolytic effect and can be considered a sensitive measure to assess changes in anxiety behavior associated with drug- or metabolic-based therapies.

Here, we present a protocol to investigate changes in the anxiety level of rodent animal models. The elevated plus maze (EPM) test, used together with a video tracking software, provides a reliable method to document the effect of various potential anxiolytic treatments in preclinical laboratory scenarios.

The overall goal of this study is to describe the methodology of the elevated plus maze (EPM) test in combination with a video tracking software. The ...