Changes in Tonic Alertness but Not Voluntary Temporal Preparation Modulate the Attention Elicited by Task-Relevant Gaze and Arrow Cues
Why this work is in the frame
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Bibliographic record
Abstract
Attention is engaged differently depending on the type and utility of an attentional cue. Some cues like visual transients or social gaze engage attention effortlessly. Others like symbols or geometric shapes require task-relevant deliberate processing. In the laboratory, these effects are often measured using a cuing procedure, which typically manipulates cue type and its utility for the task. Recent research however has uncovered that in addition to spatial orienting, this popular paradigm also engages two additional processes-tonic alertness and voluntary temporal preparation-both of which have been found to modulate spatial orienting elicited by task-irrelevant cues but not task-relevant symbols. Here we assessed whether changes in tonic alertness and voluntary temporal preparation also modulated attentional orienting elicited by task-relevant social gaze and nonsocial arrow cues. Our results indicated that while the effects of spatial attention were reliable in all conditions and did not vary with cue type, the magnitude of orienting was larger under high tonic alertness. Thus, while the cue's task utility appears to have the power to robustly drive attentional orienting, changes in tonic alertness may modulate the magnitude of such deliberate shifts of attention elicited by task-relevant central social and nonsocial cues.
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it