ArticleScientific reports2020
Asymmetric practices of reading and writing shape visuospatial attention and discrimination.
Article in Scientific reports, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Article
- Hemispheric functional segregation facilitates target detection during sustained visuospatial attention.Human brain mapping · 2022Article
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3 authors.
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Abstract
Movement is generally conceived of as unfolding laterally in the writing direction that one is socialized into. In 'Western' languages, this is a left-to-right bias contributing to an imbalance in how attention is distributed across space. We propose that the rightward attentional bias exercises an additional unidirectional influence on discrimination performance thus shaping the congruency effect typically observed in Posner-inspired cueing tasks. In two studies, we test whether faces averted laterally serve as attention orienting cues and generate differences in both target discrimination latencies and gaze movements across left and right hemifields. Results systematically show that right-facing faces (i.e. aligned with the script direction) give rise to an advantage for cue-target pairs pertaining to the right (versus left) side of space. We report an asymmetry between congruent conditions in the form of right-sided facilitation for: (a) response time in discrimination decisions (experiment 1-2) and (b) eye-gaze movements, namely earlier onset to first fixation in the respective region of interest (experiment 2). Left and front facing cues generated virtually equal exploration patterns, confirming that the latter did not prime any directionality. These findings demonstrate that visuospatial attention and consequent discrimination are highly dependent on the asymmetric practices of reading and writing.
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