Bindings between Stimuli and Multiple Response Codes Dominate Long-Lag Repetition Priming in Speeded Classification Tasks

Autor/inn/en	Horner, Aidan J.; Henson, Richard N.
Titel	Bindings between Stimuli and Multiple Response Codes Dominate Long-Lag Repetition Priming in Speeded Classification Tasks
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 3, S.757-779 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0015262
Schlagwörter	Visual Stimuli; Semantics; Classification; Cues; Cognitive Processes; Task Analysis; Responses; Learning Processes + Suchen Sie Ihr Suchwort? Semantik; Classification system; Klassifikation; Klassifikationssystem; Stichwort; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Learning process; Lernprozess
Abstract	Repetition priming is often thought to reflect the facilitation of 1 or more processes engaged during initial and subsequent presentations of a stimulus. Priming can also reflect the formation of direct, stimulus-response (S-R) bindings, retrieval of which bypasses many of the processes engaged during the initial presentation. Using long-lag repetition priming of semantic classification of visual stimuli, the authors used task switches between study and test phases to reveal several signatures of S-R learning in Experiments 1 through 5. Indeed, the authors found surprisingly little, if any, evidence of priming that could not be attributed to S-R learning, once they considered the possibility that stimuli are simultaneously bound to multiple, different response codes. Experiments 6 and 7 provided more direct evidence for independent contributions from at least 3 levels of response representation: the action (e.g., specific finger used), the decision (e.g., yes-no), and the task-specific classification (e.g., bigger-smaller). Although S-R learning has been discussed previously in many contexts, the present results go beyond existing theories of S-R learning. Moreover, its dominant role brings into question many interpretations of priming during speeded classification tasks in terms of perceptual-conceptual processing. (Contains 4 figures, 5 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10