Attentional state modulates the effect of an irrelevant stimulus dimension on perception.
Bibliographic record
Abstract
Covariations of acoustic features provide redundancy in rapidly changing soundscapes: Hearing one feature enables a listener to infer another if these 2 features normally covary. However, it is unknown whether situational demands affect the degree to which covariations influence perceptual inferences. We exploited a perceptual interdependency between modulation rate and frequency and examined, in 6 experiments, whether challenging situations would alter the degree to which people rely on frequency information to make decisions about modulation rate. Participants listened to amplitude-modulated (AM) sounds with modulation rates (∼5 Hz) either decreasing or increasing over time and identified the direction of the rate change. Participants were instructed to ignore carrier frequency, which either decreased or increased (∼1,300 Hz) over time. We observed that participants were more likely to perceive the modulation rate as slowing down when frequency decreased and as speeding up when frequency increased (AM-rate change illusion). The magnitude of the illusion increased when uninformative cues (compared with informative cues) prohibited regulation of attention to sounds, and under distraction introduced by a concurrent visual motion-tracking task. The evidence suggests that the attentional state affects how strongly people rely on featural covariations to make perceptual inferences. (PsycINFO Database Record
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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 | 0.001 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 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".