ABSTRACT
The success of the attentional system in keeping pcople "on task" in dynamic environments arises from the coordinated operation of multiple neural networks. performance can occur. Here, we investigated the neural bases of attentional failuAlthough this coordinated effort is often successful, errors in res using computational techniques combined with high temporal resolution measures of brain activity using EEG. Attentional failures were induced by presenting two masked targets in rapid succession. In this task, correct identification of the first CT 1 ) leads to impaired identification of the second CT2), a performance failure known as the attentional blink CAB). We applied linear pattern classification algorithms to measures of neural activity acquired during the AB to investigate two key issues about the temporal dynamics of visual attention. First, we tested whether the computational approaches would accurately discriminate the stimulus presented to the observer independent of behavior. S econd, we tested whether our computational approachcs could predict whcn the observcr would make an error. Our analyses revealed that single-trial EEG activity could be used to not only predict the type of stimulus presented to the observer, but also to predict
perfonnance errors. These results are consistent with the notion that the brain represents infonnation about the type of stimuli presented to observers and suggest that computational approaches may be used to provide a moment-by-moment analysis of an observer ' s attentional state . Keywords : Attention, Pattern Classification, EEG, ERP, Augmented Cognition
Whether you are a motorist driving on a busy street, an air traffic controller monitoring traffic at an airport, or a high-school student in an algebra class , the ability to selectively maintain one ' s attentional focus on task-relevant information while ignoring distracting infonnation is vital for good perfonnance. Although effective selective attention helps to keep us on task, errors in perfonnance can sometimes occur because the capacity of the attentional system is limited. While attentional limitations are common in a variety of daily settings, they can be exacerbated by many factors, ineluding learning disabilities, brain pathology or trauma, stress, task context, and individual differences. Thus, understanding the cognitive and neural mechanisms of these attentional limitations will facilitate their amelioration in the clinic, classroom, and the workplace.
