Integrated effects of top-down attention and statistical learning during visual search: An EEG study

Author:

Dolci CarolaORCID,Boehler C. Nico,Santandrea Elisa,Dewulf Anneleen,Ben-Hamed Suliann,Macaluso Emiliano,Chelazzi Leonardo,Rashal Einat

Abstract

AbstractThe present study aims to investigate how the competition between visual elements is solved by top-down and/or statistical learning (SL) attentional control (AC) mechanisms when active together. We hypothesized that the “winner” element that will undergo further processing is selected either by one AC mechanism that prevails over the other, or by the joint activity of both mechanisms. To test these hypotheses, we conducted a visual search experiment that combined an endogenous cueing protocol (valid vs. neutral cue) and an imbalance of target frequency distribution across locations (high- vs. low-frequency location). The unique and combined effects of top-down control and SL mechanisms were measured on behaviour and amplitudes of three evoked-response potential (ERP) components (i.e., N2pc, P1, CNV) related to attentional processing. Our behavioural results showed better performance for validly cued targets and for targets in the high-frequency location. The two factors were found to interact, so that SL effects emerged only in the absence of top-down guidance. Whereas the CNV and P1 only displayed a main effect of cueing, for the N2pc we observed an interaction between cueing and SL, revealing a cueing effect for targets in the low-frequency condition, but not in the high-frequency condition. Thus, our data support the view that top-down control and SL work in a conjoint, integrated manner during target selection. In particular, SL mechanisms are reduced or even absent when a fully reliable top-down guidance of attention is at play.

Funder

Fonds Wetenschappelijk Onderzoek

Università degli Studi di Verona

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Sensory Systems,Language and Linguistics,Experimental and Cognitive Psychology

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