Attention Combines Similarly in Covert and Overt Conditions
Why this work is in the frame
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Bibliographic record
Abstract
Attention is classically classified according to mode of engagement into voluntary and reflexive, and type of operation into covert and overt. The first distinguishes whether attention is elicited intentionally or by unexpected events; the second, whether attention is directed with or without eye movements. Recently, this taxonomy has been expanded to include automated orienting engaged by overlearned symbols and combined attention engaged by a combination of several modes of function. However, so far, combined effects were demonstrated in covert conditions only, and, thus, here we examined if attentional modes combined in overt responses as well. To do so, we elicited automated, voluntary, and combined orienting in covert, i.e., when participants responded manually and maintained central fixation, and overt cases, i.e., when they responded by looking. The data indicated typical effects for automated and voluntary conditions in both covert and overt data, with the magnitudes of the combined effect larger than the magnitude of each mode alone as well as their additive sum. No differences in the combined effects emerged across covert and overt conditions. As such, these results show that attentional systems combine similarly in covert and overt responses and highlight attention's dynamic flexibility in facilitating human behavior.
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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