Literaturnachweis - Detailanzeige
| Autor/inn/en | Atalay, Nart Bedin; Misirlisoy, Mine |
|---|---|
| Titel | Can Contingency Learning Alone Account for Item-Specific Control? Evidence from within- and Between-Language ISPC Effects |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 38 (2012) 6, S.1578-1590 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/a0028458 |
| Schlagwörter | Evidence; Learning Processes; Word Recognition; Reading Processes; Color; Role; Task Analysis; Bilingualism; Turkish; English (Second Language); Error Patterns; Reaction Time; Foreign Countries; Interference (Learning); Turkey |
| Abstract | The item-specific proportion congruence (ISPC) manipulation (Jacoby, Lindsay, & Hessels, 2003) produces larger Stroop interference for mostly congruent items than mostly incongruent items. This effect has been attributed to dynamic control over word-reading processes. However, proportion congruence of an item in the ISPC manipulation is completely confounded with response contingency, suggesting the alternative hypothesis, that the ISPC effect is a result of learning response contingencies (Schmidt & Besner, 2008). The current study asks whether the ISPC effect can be explained by a pure stimulus-response contingency-learning account, or whether other control processes play a role as well, by comparing within- and between-language conditions in a bilingual task. Experiment 1 showed that contingency learning for noncolor words was larger for the within-language than the between-language condition. Experiment 2 revealed significant ISPC effects for both within- and between-language conditions; importantly, the effect was larger in the former. The results of the contingency analyses for Experiment 2 were parallel to that of Experiment 1 and did not show an interaction between contingency and congruency. Put together, these sets of results support the view that contingency-learning processes dominate color-word ISPC effects. (Contains 4 tables, 3 figures and 2 footnotes.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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