Dissociating Interference-Control Processes between Memory and Response

Autor/inn/en	Bissett, Patrick G.; Nee, Derek Evan; Jonides, John
Titel	Dissociating Interference-Control Processes between Memory and Response
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 5, S.1306-1316 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0016537
Schlagwörter	Inhibition; Short Term Memory; Cognitive Processes; Responses; Task Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Hemmung; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Statistische Analyse
Abstract	The ability to mitigate interference is of central importance to cognition. Previous research has provided conflicting accounts about whether operations that resolve interference are singular in character or form a family of functions. Here, the authors examined the relationship between interference-resolution processes acting on working memory representations versus responses. The authors combined multiple forms of interference into a single paradigm by merging a directed-forgetting task, which induces proactive interference, with a stop-signal task, which taps response inhibition processes. The results demonstrated that proactive interference and response inhibition produced distinct behavioral signatures that did not interact. By contrast, combining two different measures of response inhibition by merging a go/no-go task variant and a stop signal produced overadditive behavioral interference, demonstrating that different forms of response inhibition tap the same processes. However, not all forms of response conflict interacted, suggesting that inhibition-related functions acting on response selection are dissociable from those acting on response inhibition. These results suggest that inhibition-related functions for memory and responses are dissociable. (Contains 2 tables, 4 figures, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10