Access to Awareness for Faces during Continuous Flash Suppression Is Not Modulated by Affective Knowledge.
It is a controversially debated topic whether stimuli can be analyzed up to the semantic level when they are suppressed from visual awareness during continuous flash suppression (CFS). Here, we investigated whether affective knowledge, i.e., affective biographical information about faces, influences the time it takes for initially invisible faces with neutral expressions to overcome suppression and break into consciousness. To test this, we used negative, positive, and neutral famous faces as well as initially unfamiliar faces, which were associated with negative, positive or neutral biographical information. Affective knowledge influenced ratings of facial expressions, corroborating recent evidence and indicating the success of our affective learning paradigm. Furthermore, we replicated shorter suppression durations for upright than for inverted faces, demonstrating the suitability of our CFS paradigm. However, affective biographical information did not modulate suppression durations for newly learned faces, and even though suppression durations for famous faces were influenced by affective knowledge, these effects did not differ between upright and inverted faces, indicating that they might have been due to low-level visual differences. Thus, we did not obtain unequivocal evidence for genuine influences of affective biographical information on access to visual awareness for faces during CFS.
Department of Psychology, Humboldt University at Berlin, Berlin, Germany.|Department of Psychology, Stanford University, Stanford, California, United States of America.
Milena
M
Rabovsky
Center for Mind/ Brain Sciences, University of Trento, Trento, Italy.
Timo
T
Stein
Department of Psychology, Humboldt University at Berlin, Berlin, Germany.
Rasha
R
Abdel Rahman
D000328:Adult; D001364:Awareness / Q000502:physiology*; D003243:Consciousness / Q000502:physiology; D005145:Face / Q000502:physiology*; D005149:Facial Expression; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning / Q000502:physiology*; D008297:Male; D021641:Recognition, Psychology / Q000502:physiology*; D012660:Semantics; D055815:Young Adult