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Supplementary_appendix – Supplemental material for Visual versus auditory Simon effect: A behavioural and physiological investigation
No full textSupplemental material, Supplementary_appendix for Visual versus auditory Simon effect: A behavioural and physiological investigation by Stefania D’Ascenzo, Luisa Lugli, Giulia Baroni, Roberto Guidotti, Sandro Rubichi, Cristina Iani and Roberto Nicoletti in Quarterly Journal of Experimental Psychology</p
Alone or with someone else in the lab? Influence of a second participant in a go/no-go lexical decision task
No full textThe goal of this research was to investigate whether a simple linguistic task, such as lexical decision, is affected by the presence of another person jointly performing the task. Previous studies showed that, in a lexical decision task, nonword frequency (the frequency of the word from which the nonword was derived) had either null effects or negatively affected RTs, so that high frequency
nonwords were responded to more slowly than low frequency nonwords. Such effect critically reversed in the case of a go/no-go task in which participants were required to respond only to nonwords. This difference was particularly evident in the first quantile of the RTs distribution (Perea et al. 2005). In the Individual condition of the present study participants individually performed a go/no-go task, responding only when the stimulus was a nonword. In the Joint condition a second participant (confederate) joined the task and responded just to words. The results showed a modulation of the frequency effect in the first quantile according to condition so that high frequency nonwords yielded faster responses only in the Individual condition. Results are discussed in terms of task-sharing processes and time criteria
Emergence of the go/no-go Simon effect by means of practice and mixing paradigms
No full textIn two experiments, we tested whether the emergence of the go/no-go Simon effect could be determined by the
strengthening of one specific S–R link in location-relevant trials performed right before (practice paradigm) or
simultaneously (mixing paradigm) with the location-irrelevant (Simon) trials. Results showed a clear carry-over
effect of the association between stimulus position and spatial response from the first task to the second
one (Experiment 1) andwhen the two tasks were performed simultaneously (Experiment 2), even if participants
were required to respond with the same key to only half of the stimuli (go/no-go tasks). We found that associative
learning between the stimulus and response positions occurring during the go/no-go compatibility task, that
is when location was relevant, influenced the way the go/no-go location-irrelevant task (Simon task) was
performed. Our findings suggest that the STM links formed during a go/no-go spatial compatibility task are
strong enough to influence the go/no-go Simon task
The Role of Self-Involvement in Shifting IAT Effects
Full text linkExplicit measures can be affected by self-involvement in processing of a message (Johnson & Eagly, 1989). Here, we show that self- involvement in a counter-stereotypical message also influences implicit measures such as the Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998). In our study, racial attitudes changed only after reading a counter-stereotypical scenario in which participants were asked to imagine themselves as victims of an assault as opposed to simply imagine an assault to a person. This shift did not depend on evaluative instructions and it was transient as it was no longer present after 1 week. These results suggest that the self-involvement might be an important factor in shifting implicit measures
Determining priority between attentional and referential-coding sources of the Simon effect through optokinetic stimulation
No full textThe “Simon effect” is the performance advantage for spatially corresponding target–response ensemblesthat is observed when coding of target position is irrelevant for the selection of motor responses. The“attentional-shift” account of the Simon effect holds that it arises from the congruency between responselocation and the direction of the last shift of attention toward the target. The “referential-coding” accounttraces the origin of the Simon effect back to the congruency between the response location and theposition of the target with respect to a spatial reference frame. We were able to contrast these twohypotheses using full-field horizontal optokinetic stimulation (OKS). It was shown that OKS moving inone horizontal direction drives covert orienting of attention toward the side of arrival of OKS, i.e. the “Incoming”side, which is opposed to the direction of OKS motion toward the “Out-going” side (Teramoto etal., 2004; Watanabe, 2001). We therefore asked healthy participants to discriminate between slow andfast velocities of leftward or rightward OKS. “Fast” and “slow” responses were associated to responsebuttons positioned in the left or right side of space. The “attentional-shift” account of the Simon effectpredicts that response compatibility should be related to the direction of the attentional shift induced byOKS, i.e. in the direction opposite to OKS motion. By contrast, the “referential-coding” hypothesis predictsthat response compatibility should be related to the direction of OKS displacement with respect to itsstarting position.Weobserved faster RTs when the response button was on the “In-coming” side of space,opposite to the direction ofOKSmotion. This result supports priority of attentional over referential-codingfactors in the genesis of the Simon effect
Cognitive conflict is an example of action-grounded cognition.
Full text linkThe aim of the present work was to show that cognitive conflict, an issue that has been widely studied within theboundaries of the classical cognitive approach, is a clear example of higher order cognition tied to perceptionand action. Examples of how the cognitive conflict arising from spatial correspondence tasks is highly groundedin body attributes and in environmental/situational factors are provided. Spatial performance is stronglymodulated by handedness, prior experience and by social factors. In addition, in two experiments empiricalfindings are reported showing that the spatial correspondence effect is a function of the location of the dynamicevent even when target location is in the opposite position. These results point to the notion that spatialperformance is refractory from the intervention of higher order cognition
Modulation of the affordance effect through transfer of learning
No full textConsistent evidence shows that practising with spatially incompatible stimulus–response trials modu- lates performance on following tasks requiring the solution of cognitive conflict such as the Simon and Stroop tasks. In the present study we assessed whether a spatially incompatible practice can modulate another effect that is thought to be due to a conflict between two response alternatives, the affordance effect. To this end, we requested participants to categorize pictures of common objects on the basis of their upright or inverted orientation. A group of participants performed the categorization task alone, while the other two groups performed the categorization task after practising with a spatial compatibility task with either a compatible or an incompatible mapping. Results showed that the spatially incompa- tible practice eliminated the affordance effect. These results indicate that the conflict at the basis of the affordance effect is not unavoidable but it rather permeable to modulations affecting the response selec- tion stage. Indeed the “emit the alternative spatial response” rule acquired during the spatially incom- patible task can transfer to and modulate how the subsequent affordance task is performed
Visual versus auditory Simon effect: a behavioural and physiological investigation
Full text linkThe present study investigated whether the visual and auditory Simon effects could be accounted for by the same mechanism. In a single experiment we performed a detailed comparison of the visual and the auditory Simon effects arising in behavioural responses and in pupil dilation, a psychophysiological measure considered as a marker of the cognitive effort induced by conflict processing. To address our question, we performed sequential and distributional analyses on both reaction times and pupil dilation. Results confirmed that the mechanisms underlying the visual and auditory Simon effects are functionally equivalent in terms of the interaction between unconditional and conditional response processes. The two modalities, however, differ with respect to the strength of their activation and inhibition. Importantly, pupillary data mirrored the pattern observed in behavioural data for both tasks, adding physiological evidence to the current literature on the processing of visual and auditory information in a conflict task
Between-task transfer of learning from spatial compatibility to a color Stroop task
No full textResponses to a relevant stimulus dimension are faster and more accurate when the stimulus and response spatially correspond compared to when they do not, even though stimulus position isirrelevant (Simon effect). It has been demonstrated that practicing with an incompatible spatial stimulus-response (S-R) mapping before performing a Simon task can eliminate this effect. In the present study we assessed whether a learned spatially incompatible S-R mapping can be transferred to a non-spatial conflict task, hence supporting the view that transfer effects are due to acquisition of a general “respond to the opposite stimulus value” rule. To this aim, we ran two xperiments in which participants performed a spatial compatibility task with either a compatible or an incompatible mapping and then transferred, after a 5 minutes delay, to a color Stroop task. InExperiment 1, responses were executed by pressing one of two keys on the keyboard in both practice and transfer tasks. In Experiment 2, responses were manual in the practice task and vocal in the transfer task. The spatially incompatible practice significantly reduced the color Stroop effect only when responses were manual in both tasks. These results suggest that during practice participants develop a response-selection strategy of emitting the alternative spatial response
Spatial parameters at the basis of social transfer of learning
Full text linkRecent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of three different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant and participant-response relations. In three experiments we manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent co-representation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transfer-of-learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant
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