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| Autor/inn/en | Harding, Bradley; Cousineau, Denis |
|---|---|
| Titel | Is the Fast-Same Phenomenon That Fast? An Investigation of Identity Priming in the Same-Different Task |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (2022) 4, S.520-546 (27 Seiten)
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| Zusatzinformation | ORCID (Harding, Bradley) ORCID (Cousineau, Denis) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/xlm0001076 |
| Schlagwörter | Self Concept; Task Analysis; Priming; Reaction Time; Decision Making; Accuracy; Prediction; Comparative Analysis; Graduate Students; Undergraduate Students; Foreign Countries; Phonemes; Alphabets; Computer Assisted Testing; Punctuation; Auditory Stimuli; Visual Stimuli; Layout (Publications); Canada (Ottawa) |
| Abstract | The same-different task is a classic paradigm that requires participants to judge whether two successively presented stimuli are the same or different. While this task is simple, with results that have been replicated many times, response times (RTs) and accuracy for both same and different decisions remain difficult to model. The biggest obstacle in modeling the task lies within its effect referred to as the fast-same phenomenon whereby participants are much faster at responding "same" than "different," while most standard cognitive models predict the opposite. In this study, we investigated whether this effect is the result of identity priming activated by the first stimulus. We ran four variants of the same-different task in which identity priming is intended to be attenuated or cancelled in half of the trials. Results for all four variants show that a complete visual match between both stimuli is necessary to observe a fast-same effect and that hampering this relation attenuates same RTs while different RTs remained relatively unchanged. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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