Measuring attention using the Posner cuing paradigm: the role of across and within trial target probabilities
Bibliographic record
Abstract
Numerous studies conducted within the recent decades have utilized the Posner cuing paradigm for eliciting, measuring, and theoretically characterizing attentional orienting. However, the data from recent studies suggest that the Posner cuing task might not provide an unambiguous measure of attention, as reflexive spatial orienting has been found to interact with extraneous processes engaged by the task's typical structure, i.e., the probability of target presence across trials, which affects tonic alertness, and the probability of target presence within trials, which affects voluntary temporal preparation. To understand the contribution of each of these two processes to the measurement of attentional orienting we assessed their individual and combined effects on reflexive attention elicited by a spatially nonpredictive peripheral cue. Our results revealed that the magnitude of spatial orienting was modulated by joint changes in the global probability of target presence across trials and the local probability of target presence within trials, while the time course of spatial orienting was susceptible to changes in the probability of target presence across trials. These data thus raise important questions about the choice of task parameters within the Posner cuing paradigm and their role in both the measurement and theoretical attributions of the observed attentional effects.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".