Orienting to Volume Changes--More IFS data!!!

Classes start for the Fall Semester tomorrow...well, today for those on a Tuesday/Thursday teaching schedule. And, I've spent the past few days getting syllabi ready for the coming term. One of the fortunate things is that I'm teaching "This is your Brain on Media,", the class I taught for IFS, again this semster as an S105 seminar. I was therefore able to keep what worked during IFS and revise what didn't.


As you may suspect if you've been following this blog lately, one thing that did work well was the student experiments. And, it's time to report on another one.


This was the second "Attention Group." They were interested in abrupt changes in volume in media and whether such a change would result in the automatic allocation of cognitive resources to processing the message. This is a phenomenon known as the orienting response. At first, the group seemed intent upon testing this in movie clips...but they had trouble finding examples...even though they were "sure they had seen them"!

In the end, music was what they selected (which The Audio Prof did not discourage!). The found four songs where the music was very quiet for an extended time and then got very loud. Furthermore, two of the songs were familar (Ironic from Alanis Morrisette and Bring Me to Life from Evanescence) and two of them were unfamiliar local bands that one of the students knew.


The students collected heart rate data during the songs presentations, which were played in random order to 4 other students. Then, they identified the points in each song where the volume change occurred. Here's what they found:

Now an orienting response is identified with a momentary deceleration in heart rate. And, this graph shows changes from the point at which the volume change occurred (the place where both lines are at "0" on the left side of the figure). And, you see that heart rate went down for both types of songs...so, they oriented to the volume changes just like the students thought would happen. Plus, they wondered whether familiarity with the song would have an impact. And, it seems that it did...the orienting responses were larger if the subject didn't know the song. Makes sense, right?

Congratulations to "Attention Group, Music" members:

David Benmen, Michelle Feder, Eliot Suitor-Feld, and Alexandra Wojtal

A look at some IFS data

I'm sure I have said this at least once over the last three weeks, but IFS is extremely intensive. Not only for the students, but also for the professors. At church this morning I saw two other professors who are in the program, and all three of us are exhausted. I don't know whether to feel discouraged or uplifted that the other two professors have done IFS before...and are still wiped out!

My family has gone off on this hot and muggy Indiana afternoon to go swimming at a friend's pool. I decided to stay home, somewhat because I wanted to get a blog posting up, but also because I'm just tired.

Looking back on the three-week experience, I am amazed at how far the students and I were able to get. Over the course of 15 days, four different student groups were able to generate their own original research hypotheses, identify the independent and dependent variables in them, find examples of media stimuli to satisfy the different levels of the independent variable, collect physiology data as dependent variables, analyze that data and present it to the class!!

Over the next few blog postings I've like to give you a sense of the very interesting questions and results they generated. The first week was devoted to questions about attention to media. In the ICR we primarily use heart rate as an indication of attention/cognitive effort. The first group to collect data wondered whether people would pay different amounts of attention to television stories depending upon whether they were exposed to audio-video presentations, video-only presentations, or audio-only presentations. Those of you familiar with this type of media research, will find this question to be highly influenced by the reading the students did in the Reeves & Nass book entitled The Media Equation. Of course, as an instructor, this made me ecstatic because it meant they were actually reading the textbook!

So, the members of "attention group lizard" found segments of video online from the National Geographic Channel (that's where they got their name) and manipulated them to meet the different levels of their independent variable. And although, like all the data I'll present from IFS, they only had time to run three or four of their classmates through the experiment, here's what they found:

It's obvious that most of the differentiation is in the early part of each message, which appears on the left-hand side of the graph. Substantially lower heart rate (indicating more attention) occurs during the "monkey" video clip. In this video clip there was only video in the students concluded that subjects paid more attention early on during that portion of the stimulus presentation because we are quite unpracticed at processing television shows without any sort of audio. Helping them to reach this conclusion, was the fact that the least amount of attention was paid during the clip that contains both audio and video -- the same way we are so accustomed to watching television.

Congratulations to the members of this group:

Andrew Platkin · Jeremy Rytych · Adam Siemer · Tommy Scott · Logan Gants

and best of luck during your time here at IU!

FOUR doctors in the house

Congratulations to Dr. Narine Yegiyan who today successfully defended her dissertation entitled

Experimental investigation of resource allocation and memory for central and
peripheral detail as a function of motivational activation

One of the key tenets of her disseratation was the dual-motivation systems concept which suggests that human beings have an "approach" (appetitive) system and an "avoid" (aversive) system, each of which act in different ways.

After her defense, Dr. Yegiyan presented members of her committee with T-shirts that had a well-known (at least to us) graphical representation of the activation fuctions of the appetitive and aversive systems.

Here's a picture of Drs. Yegiyan, Grabe, Potter & Lang (the latter 3 proudly wearing their new shirts).

Narine begins her new position as an Assistant Professor at UC Davis in the Fall.

Change Blindness Video

As a comment mentioned, I've been quiet lately.
Lots of stuff going on.
None of it I really want to blog about.

But, another semester has started, and I'm teaching a course called Cognitive Approaches to Media. In it we try to peel open the "black box" of the brain. We start with the topic of perception, which led us to a discussion of a phenomenon known as change blindness. One of the most prominent researchers in the area, Daniel Simons, has a great lab website that you should check out.

But, also look at this YouTube video that one of the students in the class sent to us.