Policy conflict and policy change as a function of task characteristics: IV. The effect of cue intercorrelations

Abstract.— The hypothesis that intercorrelations between the cues in the conflict task will inhibit the reduction of the systematic differences in policies in policy conflict as studied in Hammond's "lens model" interpersonal conflict paradigm was tested in two experiments. The results supported the hypothesis, and suggested that the effect was due to the fact that the subjects have greater freedom in developing different policies when the cues are intercorrelated. In addition, the results suggested that the process of policy change when the conflict task has a lower degree of predictability than the original policy learning task might differ from that when the conflict task has the same predictability as the original task.     

Policy conflict and policy change as a function of task characteristics 1. The effects of cue validity and function form

Brehmer, B. & Kostron, L. Policy conflict and policy change as a function of task characteristics. I. The effects of cue validity and function form. Scand. J. Psychol., 1973, 14, 44–55.-Policy conflict and policy change in the "lens model" interpersonal conflict paradigm were studied as a function of the distribution of cue validities in a two-cue task with one linear and one nonlinear cue. Agreement was higher in the conditions where the linear cue was more valid than the nonlinear cue than in the conditions where the nonlinear cue was more valid than the linear cue. This was primarily due to the fact that the subjects' policies were more consistent in predominantly linear conditions. The amount of policy change in the various conditions suggested that the subjects' behavior was the result of a compromise between conflict reduction and task adaptation.     

Policy conflict and policy change as a function of task characteristics III. The effects of the distribution of the validities of the cues in the conflict task

Abstract.— The effects of the distribution of the validities of the cues in the conflict task on policy conflict, as studied in Hammond's "lens model" interpersonal conflict paradigm, was investigated in a 2 (levels of task predictability) by 2 (levels of cue validity distribution: only one cue valid vs. two equally valid cues) factorial experiment. The results showed that the level of agreement was higher when only one cue was valid than when both cues were valid, but this effect was obtained only when task predictability was high. In the low predictability condition, there were no differences between the two levels of cue validity distribution. In agreement with earlier findings, the results also showed that agreement was a positive function of the predictability of the task. These results show that, to understand policy conflict, it is not sufficient to analyse only the characteristics of the parties to the conflict; it is also necessary to analyse the characteristics of the task facing the parties.     

Learning and reminiscence as a function of target predictability in a two-dimensional tracking task

Twenty subjects performed one of two types of a two-dimensional tracking task for two 5-min sessions, separated by a 10-min rest. In task I, both the horizontal and the vertical components of target movement were unpredictable. In task II, the horizontal component of target movement was predictable (sinusoidal), while the vertical movement was unpredictable. There was no change in level of performance throughout the 10 min of practice on task I. For task II's predictable component, there were marked within- and between-session improvements in performance; whereas for the unpredictable component there was only a between-session improvement. It is proposed that, in these tracking tasks, improvement with practice depends on the development of programmed sequences of movement which can only occur for predictable target movements. Only after a rest do these programmed sequences become automatic, releasing spare attentional capacity for improving the performance of any unpredictable components of the task.     

Proactive inhibition as a function of orienting task characteristics

Two release from proactive inhibition experiments were conducted, in which orienting tasks were employed to direct subjects' attention to particular features of words. Experiment 1 employed two such tasks which emphasized either semantic or nonsemantic features, while both orienting tasks in Experiment 2 directed attention to semantic features of words. Although significant release was obtained with a change in task in these experiments, the level was considerably lower in Experiment 2 than in Experiment 1. The data were interpreted in terms of a theoretical orientation that emphasizes item differentiation as a major determinant of retrieval probability. It was argued that the degree of differentiation depends to some extent on the specific tasks employed and the extent to which they direct attention to different word features.     

Not only encoding and retrieval: The enactment effect as a function of task preparation

Three experiments examined the implications of adding a fourth preparation stage to the encoding-retention-retrieval stage analysis of memory. Action memory was selected as the research domain. The results demonstrated that systematic variation of the preparation stage yields new insights about enactment effects in memory. Together with effects of enactment in the preparatory stage, enactment was also shown to give differential effects in encoding and retrieval, with interactions between these three factors. The experimental results were discussed in relation to a strategy processing interpretation of action memory.     

Policy conflict, policy consistency, and interpersonal understanding

Abstract.— A number of studies have shown that inconsistency in the subjects' policies is a major reason for disagreement in policy conflict. It has been hypothesized that the lack of consistency makes it hard for subjects to understand each other's policies. The present results provided evidence for this hypothesis by showing that subjects asked each other more questions about policy when their policies were less consistent in an experiment where policy consistency was manipulated by varying the predictability of the conflict task.     

The rule learning behavior of reading disabled and normal children as a function of task characteristics and instruction

The purpose of this research was to investigate rule learning in reading disabled (RD) and normal children (chronological age and reading age (RA) match) when required to (a) abstract rules independently, and (b) use rules after instruction. Study 1 required the children to solve problems using shapes and letters. Although there was no difference between groups in the rate of problem solving when children were asked to abstract rules independently, the pattern of errors was different. The RD children made a greater proportion of errors on the negative instance for the more complex problems. In particular, this occurred on the letter task which involved psycholinguistic categorization. After instruction, the RA controls made more errors than the other groups. Study 2 was an analogous pseudoword reading task. Even with statistical adjustment for differences in prior grapheme-phoneme (g-p) rule knowledge, the RD children performed less accurately than the RA controls when they had to abstract rules, although this was restricted to the most difficult rule (rule of e). There was no difference after instruction in rule application, although the pattern of errors and post-test results indicated that the RD children continued to experience decoding difficulty. These results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. This may be part of a more general language deficit which includes psycholinguistic categorization. Despite the severity of this handicap, RD children seem responsive to instruction.     

Orienting responses as a function of age and task complexity.

Aged-related differences in the elicitation and habituation of orienting responses to the onset and offset of stimuli have been suggested by several authors. Electrodermal and cardiac orienting responses to the onset and offset of a visual stimulus were measured in three age groups (4 yr., 7 yr., and undergraduate). Each S made one of three judgments: non-signal (observe stimulus), content (color of stimulus), and duration (length of time stimulus presented). Few age differences were found in elicitation or habituation of orienting responses to stimulus onset or offset. There was a trend for elicitation of orienting responses to stimulus offset to be age-related, but the failure to find any other age-related changes made this difference somewhat questionable. Instructions as to the judgement to be made by S were the primary determinants of orienting responses to stimulus onset and offset across all age groups.     

Blocking as a function of novelty of CS and predictability of UCS

Kamin (1969) reported that after rats had been trained with one CS predicting shock, they learned virtually nothing about a second CS added to the first to form a compound--provided that the shock remained unchanged. If, however, the shock was either increased or omitted at the same time that the new CS was added, it acquired significant excitatory or inhibitory strength. Both these results were confirmed in the present experiment. In addition, however, it was found that this excitatory or inhibitory conditioning to the added element could itself be blocked if the shock remained unchanged for the first four trials after the addition of the new element. This finding implies that blocking is not due to any limitation on attentional or associative capacity, but rather occurs when subjects learn that a particular stimulus is redundant, i.e. that it predicts no change in reinforcement.     

Cue enhancement as a function of task set

The hypothesis was tested that the intention to use a particular cue relation would enhance the effectiveness of that particular cue in determining the resulting perception. For this purpose, a situation was presented in which the apparent depth position of an object in a configuration of objects would differ depending upon which of two possible cue relations (size cues) were used. The results support the conclusion that the perceived depth position of the object differed in the expected directions as a function of the task set. The data of the study are discussed with respect to the “adjacency principle” which states that cue efficiency is determined by the relative adjacency of objects between which the cues occur. Although the effect of cue set upon the perception seems to be small compared with that of adjacency, it cannot completely be ignored.     

Information search and choice accuracy as a function of task complexity and task structure

Previous research has consistently shown that subjects switch to noncompensatory information search behaviour when task complexity increases. However, a rather specific class of tasks was used in these studies for which complete information search is not necessary to attain accurate task performance. In the present study information search behaviour, choice accuracy, subjective difficulty and confidence were registered under various task complexity conditions in two different task environments. In the first task, subjects had to make a choice between apartments; in the second task, a choice was required between baskets containing groceries of different prices. Forty subjects made choices by means of computerized information boards. The results showed effects of both complexity and type of task on information search behaviour. The lowest proportion of requested information and the most variable search pattern was observed for the apartments task in the complex task condition. However, accuracy remained constant over all complexity conditions. Together, the results suggest that under high task complexity levels subjects try to work smarter rather than harder. In the context of a choice requirement the specific task structure may allow them to switch to noncompensatory strategies while maintaining accuracy and avoiding the integration of large amounts of information.