View-sensitive ERP repetition effects indicate automatic holistic processing of spatially unattended objects

This study examined the properties of ERP effects elicited by unattended (spatially uncued) objects using a short-lag repetition-priming paradigm. Same or different common objects were presented in a yoked prime-probe trial either as intact images or slightly scrambled (half-split) versions. Behaviourally, only objects in a familiar (intact) view showed priming. An enhanced negativity was observed at parietal and occipito-parietal electrode sites within the time window of the posterior N250 after the repetition of intact, but not split, images. An additional post-hoc N2pc analysis of the prime display supported that this result could not be attributed to differences in salience between familiar intact and split views. These results demonstrate that spatially unattended objects undergo visual processing but only if shown in familiar views, indicating a role of holistic processing of objects that is independent of attention.

Seeing disadvantage in schools: exploring student teachers’ perceptions of poverty and disadvantage using visual pedagogy

This paper describes exploratory research into the development of innovative visual pedagogies for investigating how pre-service student teachers articulate their views about the effects of poverty on educational attainment. Social class emerges as the strongest factor in poverty and educational disadvantage in the UK. The resulting issues are often awkward for students to discuss and conventional pedagogies may not have effective ‘reach’ here. Findings from this study showed that the visual methods deployed gave students pedagogically well structured spaces for the expression and exchange of a diversity of views about poverty and social class, engaging them in both heated discussions and prolonged ‘silences’. However, the pedagogies did not challenge the stereotypical deficit models of ‘the poor’ which some students expressed. Nevertheless, we argue that reconfigured versions of these visual pedagogies have considerable potential for innovative social justice work in teacher education.