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Duration estimates are often biased by the sampled statistical context, yielding the classical central- tendency effect, i.e., short durations are over- and long duration underestimated. Most studies of the central-tendency bias have primarily focused on the integration of the sensory measure and the prior information, without considering any cognitive limits. Here, we investigated the impact of cognitive (visual working-memory) load on duration estimation in the duration encoding and reproduction stages. In four experiments, observers had to perform a dual, attention-sharing task: reproducing a given duration (primary) and memorizing a variable set of color patches (secondary). We found an increase in memory load (i.e., set size) during the duration-encoding stage to increase the central-tendency bias, while shortening the reproduced duration in general; in contrast, increasing the load during the reproduction stage prolonged the reproduced duration, without influencing the central tendency. By integrating an attentional-sharing account into a hierarchical Bayesian model, we were able to predict both the general over- and underestimation and the central- tendency effects observed in all four experiments. The model suggests that memory pressure during the encoding stage increases the sensory noise, which elevates the central-tendency effect. In contrast, memory pressure during the reproduction stage only influences the monitoring of elapsed time, leading to a general duration over-reproduction without impacting the central tendency.

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In the contextual cueing task, visual search is faster for targets embedded in invariant displays compared to targets found in variant displays. However, it has been repeatedly shown that participants do not learn repeated contexts when these are irrelevant to the task. One potential explanation lays in the idea of associative blocking, where salient cues (task-relevant old items) block the learning of invariant associations in the task-irrelevant subset of items. An alternative explanation is that the associative blocking rather hinders the allocation of attention to task-irrelevant subsets, but not the learning per se. The current work examined these two explanations. In two experiments, participants performed a visual search task under a rapid presentation condition (300 ms) in Experiment 1, or under a longer presentation condition (2,500 ms) in Experiment 2. In both experiments, the search items within both old and new displays were presented in two colors which defined the irrelevant and task-relevant items within each display. The participants were asked to search for the target in the relevant subset in the learning phase. In the transfer phase, the instructions were reversed and task-irrelevant items became task-relevant (and vice versa). In line with previous studies, the search of task-irrelevant subsets resulted in no cueing effect post-transfer in the longer presentation condition; however, a reliable cueing effect was generated by task-irrelevant subsets learned under the rapid presentation. These results demonstrate that under rapid display presentation, global attentional selection leads to global context learning. However, under a longer display presentation, global attention is blocked, leading to the exclusive learning of invariant relevant items in the learning session.

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