Processing irrelevant location information: Practice and transfer effects in choice-reaction tasks

被引:129
作者
Proctor, RW [1 ]
Lu, CH [1 ]
机构
[1] Purdue Univ, Dept Psychol Sci, W Lafayette, IN 47907 USA
关键词
D O I
10.3758/BF03201214
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Left or right keypresses to a relevant stimulus dimension are faster when the stimulus location, although irrelevant, corresponds with that of the response than when it does not. This phenomenon, called the Simon effect, persisted across 1,800 trials of practice, although its magnitude was reduced. Practice with the relevant stimulus dimension presented at a centered location had little influence on the magnitude of the Simon effect when irrelevant location was varied subsequently, and practice with location irrelevant prior to performing with location relevant slowed responses. After practice responding to stimulus location with an incompatible spatial mapping, the Simon effect was reversed (i.e., responses were slower when stimulus location corresponded with response location) when location was made irrelevant. When the response keys were labeled according to the relevant stimulus dimension (the Hedge and Marsh [1975] task variation), this reversal from practice with a spatially incompatible mapping was found for both the congruent and the incongruent relevant stimulus-response mappings. Thus, task-defined associations between stimulus location and response location affect performance when location is changed from relevant to irrelevant, apparently through producing automatic activation of the previously associated response.
引用
收藏
页码:63 / 77
页数:15
相关论文
共 58 条
[1]  
[Anonymous], HUMAN SKILLS
[2]  
[Anonymous], 1995, Learning and memory of knowledge and skills: Durability and specificity
[3]  
[Anonymous], 1997, Theoretical issues in stimulus-response compatibility
[4]   The relevance of salience: Towards an activational account of irrelevant stimulus-response compatibility effects [J].
Barber, P ;
OLeary, M .
THEORETICAL ISSUES IN STIMULUS-RESPONSE COMPATIBILITY, 1997, 118 :135-172
[5]   S-R COMPATIBILITY AND CHANGES IN RT WITH PRACTICE [J].
BREBNER, J .
ACTA PSYCHOLOGICA, 1973, 37 (02) :93-106
[6]   ACQUISITION OF A PROBLEM-SOLVING SKILL - LEVELS OF ORGANIZATION AND USE OF WORKING MEMORY [J].
CARLSON, RA ;
KHOO, BH ;
YAURE, RG ;
SCHNEIDER, W .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL, 1990, 119 (02) :193-214
[7]  
CLAWSON DM, 1995, LEARNING MEMORY KNOW, P234
[8]  
CLAWSON DM, 1994, THESIS U COLORADO BO
[9]   ATTENTION AND STRUCTURE IN SEQUENCE LEARNING [J].
COHEN, A ;
IVRY, RI ;
KEELE, SW .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1990, 16 (01) :17-30
[10]   CONDITIONAL AND UNCONDITIONAL AUTOMATICITY - A DUAL-PROCESS MODEL OF EFFECTS OF SPATIAL STIMULUS - RESPONSE CORRESPONDENCE [J].
DEJONG, R ;
LIANG, CC ;
LAUBER, E .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN PERCEPTION AND PERFORMANCE, 1994, 20 (04) :731-750