Constituting ‘Visual Attention’: On the Mediating Role of Brain Stimulation and Brain Imaging Technologies in Neuroscientific Practice

Figures & data

Figure 1. Causal Reasoning in NIBS Practices

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1	Mike:	m yeah but [if=
2	Mary:	[yeah
3	Mike:	=all it means adding so::me (.) random (0.5) pictures
4		on both sides of the visual field (.) and the
5		(creations) still as they would were
6	Pete:	I- I- I think that those paradigms are quite
7		difficu::lt in terms of interpretation (.) becau::se
8		you never know whether you have an effect on the target
9		or the distractor that leads to certain behavioral
10		change (.)
		(16 lines omitted)
27	Pete:	yea-yeah emmhe I mean distractors are interesting
28		because the-they are ecologically valid right? They
29		are distractors over time an- an- an- suppressing
30		something that’s not the::re is also a bit of a funny
31		thing [right?=
32	Suzy:	[yeah
33	Pete:	so I completely get where you’re coming from (0.5)
34		it’s just experimentally speaki::ng adding this makes
35		it a less well-controlled design

Figure 2. Causal Reasoning in NIBS-EEG Practices.

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1	Pete:	I am seeing to your peak
2	Suzy:	yeah and I mean it’s like two hertz broad (.) they sa:y
3		[hhh
4	Pete:	[huh yeah yeah
5	Suzy:	=it it’s two hertz but yeah [eh
6	Pete:	[eh eh it’s certainly not
7		two hertz broa::d [right=
8	Suzy:	[mmm
9	Pete:	=because that’s too nice a number to be true::
10	Suzy:	yea yea yeah it’s too nice=

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1	Mike:	was there anything [that you guys have seen or not
2	Mary:	[e::::hm no I don’t think that it
3		goes that fa:::r (.) huhu so:: it was really.hh and I-
4		I-I think even so what [colleague] said and I see the
5		same that even (.) between the different subjects for
6		one subject.hh the dorsal attention network is more
7		linked toward you kn- mmhmmh is more linked to five
8		hertz and for the other its more ten hertz [a::nd you
9		know so th-the
10	Pete:	[muh he he
11	Mary:	[its really
12		so we are with with the [the
13	Andrew:	[is it just noise or is it more
14		than noise I mean it [could be a variable yeah
15	Mary:	[yeah th-that's the e::h good
16		question [.hhhh ha
17	Mike:	[yea::h that's indeed also what I mean if we
18		wanna push it by scanning nine people it would be nice
19		if it is on the basis of (0.5) some let's say educated
20		(.) guess that it works
21		(0.3)
22	Mary:	yea::h
23	Mike:	that something works huhu
24	Andrew:	that TACS does anything (.) in the brain that would be
25		nice

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1	Pete:	them and try to applic- apply them somehow hhh I am
2		totally not convinced [ laughter ]
3	Suzy:	[no?
4	Pete:	naaa nooo it- its its its a conflict of of research
5		styles its its eeh (2.0) huhuhuh
6	Suzy:	tell me more about it?
7	Pete:	no::: its its just I would always start with a proper
8		EEG [experiment=
9	Suzy:	[mhmm
10	Pete:	=we have behavi [orally=
11	Suzy:	[yea yea
12	Pete:	=(0.3) things that can relate to physiological measures
13		and and you kno:::w and then you have (.) a
14		correlation::: (0.3) of two things and then you can (.)
15		move on to causality with brain stimulation thats just
16		how I feel about it

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[ ]	indicate the start and end of overlapping speech
underliningindicates	emphasis
CAPITAL	indicate a section of speech noticeably louder than that surrounding it
he he	indicates voiced laughter
.hh	indicates in-breath
(1.1)	indicates pauses in seconds
(.)	indicates micro-pause, too short to measure
:	colons indicate (degree of) elongation of the prior sound
?	indicates question