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general, I am interested in how visual processes contribute to
cognition as a whole, how cognition as a whole impacts visual processes
and how these interactions are shaped by, and influence, the way we
think about and act in the world. Thus, in my research I
generally attempt to link visual processes to the real-world, or to
higher-level cognitive processes (or both). Visual Awareness Much my research has dealt with theoretical and applied issues concerning failures of visual awareness such as change blindness and inattentional blindness (e.g. Levin & Varakin, 2004; Wayand, Levin & Varakin, 2005). The gist of this line of research is that observers often fail to become aware of salient changes in their environment when their attention is occupied either by a distracting task or momentary disruption. The circumscribed nature of visual awareness has important implications in real world scenarios in which people must be aware of changes in their visual world. One such area is human-computer interaction. Modern computers rely heavily on visual displays to convey information to users, however users often fail to apprehend critical information that is displayed visually. This inevitably leads to frustration on the part of the users ("what's wrong with this machine!") and the designers ("how can people not see that icon!"). I believe the source of this frustration lies in people's misplaced beliefs about visual awareness (Varakin, Levin, & Fidler, 2004). Attention and Visual Memory I am also intersted in the relationship between attention and visual memory. I have approached this issue from two directions by investigating (1) how attention and task demands influence memory, and (2) how memorial contents and task demands influence attention. Overall, this research has demonstrated that observers can fail to see something, yet still remember it's details (Varakin & Levin, 2006; Varakin, Levin & Collins, 2007), and observers can hold an item in visual working memory, without attending to it if it happens to appear again (Varakin, 2006). These findings stand in constrast to theories proposing tight and obligatory links between attention and visual memory. Other Interests - For Interested Knox Students and Other Collaborators I have a hodge-podge of other interests, most of which came about through my interactions with Knox College students. For example, I have advised (or am advising) student research projects on topics such as 1) the relationship between working memory capacity, attention deficit disorder, and Theory of Mind, 2) cognitive processes involved in reading musical notation, 3) the relationship between visual perception and creativite ability and 4) the role of eye movements (i.e. fixation position) in guiding manual reaches. My Lab My lab is well equiped for a variety of experimental paradigms. I have two rooms with one way mirrors (each equipped with a computer station for collecting data), a computer dedicated for advanced video and audio editing, an eye tracker (from Arrington Research), a mirror stereoscope (used for presenting pictures in 3D or for presenting seperate images to each eye), a MIDI keyboard, a digital video camera, and a couch that is good for taking naps when I get tired from working so hard. In terms of software, I have E-prime and SuperLab for presenting stimuli and collecting responses, FinalCut for video editing, Logic Pro for audio editing, Adobe Photoshop for digital image editing and, or course, software for conducting statistical analyses. If you're a Knox undergraduate interested in gaining research experience, please contact me and we can discuss ideas. |