Orientation of the diamond and the square revisited

Below the age of 7 or 8, children find it very difficult to reproduce a diamond compared with a square. They are also highly sensitive to contextual alignment cues from the age of three years. It is shown here that over the brief age-span of 4-6 years (inclusive), children come to control the weight they give to contextual cues. It is argued that this is a more likely precursor of the older child's ability to cope with obliques, than is the converse process of learning to specify targets and thence to prevent themselves from responding inappropriately to the context. Of course, both target-specification and contextual-responsiveness are manifest at all the ages, but the latter seems to have the leading edge in early development.     

A memory-based, Simon-like, spatial congruence effect: Evidence for persisting spatial codes

The Simon effect refers to the finding that in a task where stimulus location is irrelevant, reaction time is faster when stimulus and response locations are congruent than when they are not. Dominant theories of the Simon effect have generally attributed this spatial congruence effect to a spatial code automatically generated upon stimulus presentation. A common assumption of these theories is that this spatial code decays in less than a few hundred milliseconds following stimulus onset. We report two working-memory experiments suggesting a reexamination of this assumption—a Simon-like spatial congruence effect persisted over a delay of as long as 2400 ms. We propose that, in addition to generating short-lived perceptual codes, spatial information may be coded in working memory as part of the context associated with stimulus events. When reactivated by cues from the original event, such information may influence response selection and produce spatial congruence effects (in this case, positive when participants made a “yes” response and negative when they made a “no” response).     

Area-matching strategies used by young children

Across three studies, conditions were varied under which children aged 4–5 years matched the area of a rectangle with a given width (or height) to that of a square. In the first study, subjects observed the rectangle being changed in height from trial to trial and had access to their immediately preceding response. Under these conditions, rectangle width (the dimension under subject control) was a linear decreasing function of rectangle height. This function was interpreted as evidence for a hypothetical addition/subtraction strategy for maintaining equality in area between the comparison rectangle and the standard square. As a test of this hypothesis, in a second experiment the subjects were denied access to their immediately previous response, and in a third study they were also unable to observe the rectangle as it was altered by the experimenter between trials. The purpose of these changes was to remove the information necessary for readily implementing an addition/subtraction strategy. In both studies, area matches seemed to be based on a side-matching strategy, such that subjects matched one dimension of the rectangle to one side of the standard square. It was suggested that young children use different cues or strategies with different variants of the matching task because they do not possess a fixed, specific concept of area.     

The effect of semantic context on prospective memory performance

The current study provides evidence for spontaneous processing in prospective memory (PM) or memory for intentions. Discrepancy-plus-search is the spontaneous processing of PM cues via disruptions in processing fluency of ongoing task items. We tested whether this mechanism can be demonstrated in an ongoing rating task with a dominant semantic context. Ongoing task items were manipulated such that the PM cues were members of a semantic category (i.e., Body Parts) that was congruent or discrepant with the dominant semantic category in the ongoing task. Results showed that participants correctly responded to more PM cues when there was a category discrepancy between the PM cues and ongoing task items. Moreover, participants' identification of PM cues was accompanied by faster ongoing task reaction times when PM cues were discrepant with ongoing task items than when they were congruent. These results suggest that a discrepancy-plus-search process supports PM retrieval in certain contexts, and that some discrepancy-plus-search mechanisms may result from the violation of processing expectations within a semantic context.     

Development of ability to perceive and produce pictorial depth cue of overlapping.

The perception of the pictorial depth cue of overlapping was studied in children 3, 5, and 7 yr. old. Both a sequential and a simultaneous picture/object-matching task were used to test sensitivity. All age groups successfully perceived the depth relation information provided by pictorial overlapping. Height on the picture plane, which projectively covaries with overlapping, was not consistently used as a depth cue by any age group. Children's drawings were also analyzed for the presence of distance information. The drawings of the 3- and 5-yr. old children contained no overlapping cues and indicated a general lack of understanding of the third demension behind the picture plane. Seven-yr.-old children showed the beginnings of this understanding through their use of size perspective and height on the picture plane as depth cues. For all ages the production of the overlapping cue lags behind its perception.     

Base rate effects on the IAT

We investigated the influence of stimulus base rates on the Implicit Association Test (IAT). Using an East/West-German attitude-IAT, we demonstrated that both overall response speed and differential response speed underlying IAT effects depend on the relative frequencies of the stimulus categories. First, when those stimuli that are more common in reality also occurred more frequently in the stimulus list, response speed generally increased. Second, IAT effects increased when congruent blocks profited from the compatibility of frequency-based response biases (i.e., frequent target stimuli and frequent valence stimuli mapped onto the same response key), whereas IAT effects decreased when incongruent trial blocks profited from response compatibility. These findings demonstrate that the stimulus context moderates the magnitude of the IAT effect. Simultaneously, they highlight the need to explore the extent to which implicit measures reflect properties of the task or the environment rather than attributes of test-takers.     

Keeping Simon simple: Examining the relationship between sequential modulations and feature repetitions with two stimuli, two locations and two responses

The present study examined performance across three two-choice tasks that used the same two stimuli, the same two stimulus locations, and the same two responses to determine how task demands can alter the Simon Effect, its distribution across reaction time, and its sequential modulation. In two of the tasks, repetitions of stimulus features were not confounded with sequences of congruent and incongruent trials. This attribute allowed us to investigate the sequential modulation of the Simon Effect in a two-choice task while equalizing the occurrence of feature repetitions. All tasks showed a similar sequential modulation, suggesting that it is not driven by feature repetitions. Moreover, distributional analyses revealed that the advantage for congruent trials decreased as reaction time increased similarly following congruent and incongruent trials. Finally, a large increase in RT was observed when repeated responses were made to novel stimuli and when novel responses were made to repeated stimuli. This effect also showed a sequential modulation regardless of whether the stimulus repeated. The findings suggest that, even in two-choice tasks, response selection is mediated by complex, dynamic representations that encode abstract properties of the task rather than just simple features.     

Hand Position and Response Assignment Modulate the Activation of the Valence‐Space Conceptual Metaphor

Conceptual metaphor is ubiquitous in language and thought, as we usually reason and talk about abstract concepts in terms of more concrete ones via metaphorical mappings that are hypothesized to arise from our embodied experience. One pervasive example is the conceptual projection of valence onto space, which flexibly recruits the vertical and lateral spatial frames to gain structure (e.g., good is up ‐bad is down and good is right ‐bad is left ). In the current study, we used a valence judgment task to explore the role that exogenous bodily cues (namely response hand positions) play in the allocation of spatial attention and the modulation of conceptual congruency effects. Experiment 1 showed that congruency effects along the vertical axis are weakened when task conditions (i.e., the use of vertical visual cues, on the one hand, and the horizontal alignment of responses, on the other) draw attention to both the vertical and lateral axes making them simultaneously salient. Experiment 2 evidenced that the vertical alignment of participants’ hands while responding to the task—regardless of the location of their dominant hand—facilitates the judgment of positive and negative‐valence words, as long as participants respond in a metaphor–congruent manner (i.e., up responses are good and down responses are bad). Overall, these results support the claim that source domain representations are dynamically activated in response to the context and that bodily states are an integral part of that context.     

Distinctiveness helps when matching static faces and voices

Three experiments are reported which examined the capacity to match a voice with a static image of a face. When using a simultaneous same/different matching task, performance was significantly better than chance (Experiments 1 and 2). However, it did not appear to depend either on sex of speaker, sex of listener, stimulus distinctiveness, or self-reported strategies (Experiment 2). Concerns over floor effects as well as a significant response bias prompted a change of task, and when performance was examined through matching a voice to a face lineup, a more interesting pattern emerged. Again, performance was significantly better than chance, but in addition, it was demonstrably affected by the distinctiveness of the speaker’s voice. These results are considered in the context of theoretical discussions regarding face–voice integration, and in the context of more applied considerations regarding multimodal benefits in witness scenarios.     

Generalizing attentional control across dimensions and tasks: Evidence from transfer of proportion-congruent effects

Three experiments investigated transfer of list-wide proportion congruent (LWPC) effects from a set of congruent and incongruent items with different frequency (inducer task) to a set of congruent and incongruent items with equal frequency (diagnostic task). Experiments 1 and 2 mixed items from horizontal and vertical Simon tasks. Tasks always involved different stimuli that varied on the same dimension (colour) in Experiment 1 and on different dimensions (colour, shape) in Experiment 2. Experiment 3 mixed trials from a manual Simon task with trials from a vocal Stroop task, with colour being the relevant stimulus in both tasks. There were two major results. First, we observed transfer of LWPC effects in Experiments 1 and 3, when tasks shared the relevant dimension, but not in Experiment 2. Second, sequential modulations of congruency effects transferred in Experiment 1 only. Hence, the different transfer patterns suggest that LWPC effects and sequential modulations arise from different mechanisms. Moreover, the observation of transfer supports an account of LWPC effects in terms of list-wide cognitive control, while being at odds with accounts in terms of stimulus–response (contingency) learning and item-specific control.     

Effects of a flavor-placement reversal test after different modalities of taste aversion learning

Taste aversion learning is induced through two different behavioral procedures: a short-term or concurrent (two-daily flavors) and a long-term or sequential (one-daily flavor) procedure. For the concurrent group of animals, two gustatory/olfactory stimuli are presented separately but at the same time on a daily basis. One is paired with simultaneous intragastric administration of hypertonic NaCl and the other with physiological saline. For the sequential group, the two stimuli are presented on alternate days, one of them followed by intragastric injection of the aversive stimulus and the other by saline, both after a delay of 15 min. The two groups learned the task, but when they were subjected to a flavor-placement reversal test only the sequential group was successful in achieving it. In a second experiment, three groups of animals had to learn concurrent or sequential discrimination tasks (with either simultaneous or delayed administration of the visceral stimulus) using only spatial/proprioceptive cues. The data show that none of the groups learned them under these conditions. The results are discussed in terms of the different modalities of learning. Short-term and long-term taste aversion learning are different in the anatomical structures involved, the number of trials required for acquisition and, as shown in this paper, flexibility.     

The interference of a baseline with children's orientation judgement need not entirely mask their contextual responsiveness

Children below the age of seven are very influenced by the orientation of the external frame of reference when they attempt to lay down a stimulus to match that of a tilted target. If, however, the target be set upon a baseline the children seem unable to benefit from salient parallel alignment cues. By modifying the usual design it is shown that children can remain able to take their bearings from contextual alignment even when setting a pointer upon a baseline; but the effect is only revealed in a complex three-way interaction. Contextual sensitivity is thus not abolished, but masked; and its re-emergence is in an apparently anomalous form.     

Baseball outfielders maintain a linear optical trajectory when tracking uncatchable fly balls

The authors investigated whether behavior of fielders pursuing uncatchable fly balls supported either (a) maintenance of a linear optical trajectory (LOT) with monotonic increases in optical ball height or (b) maintenance of optical acceleration cancellation (OAC) with simultaneous lateral alignment with the ball. Past work supports usage of both LOT and OAC strategies in the pursuit of catchable balls headed to the side. When balls are uncatchable, fielders must choose either optical linearity or alignment at the expense of the other. Fielders maintained the LOT strategy more often and for a longer period of time than they did the OAC alignment strategy. Findings support the LOT strategy as primary when pursuing balls headed to the side, whether catchable or not.     

Conditions under which young children can hold two rules in mind and inhibit a prepotent response

The day-night task requires saying "night" to a picture of the sun and "day" to a picture of the moon. In this investigation of why young children fail at this task, systematic variations of the task were administered to 96 children, half 4 years old and half 4 1/2 years old. Training children on the strategy of chunking the 2 rules into I ("say the opposite"), thus reducing memory load, did not help their performance. What helped was reducing the inhibitory demand by instructing them to say "dog" and "pig" (not "night" and "day") even though memory of 2 rules and inhibiting saying what the pictures represented were still required. Here the response to be activated and the response to be inhibited were unrelated. When the correct response was semantically related to, and the direct opposite of, the to-be-inhibited response, children performed poorly. Inserting a delay between stimulus and response helped even though that delay was filled with distraction. Young children apparently need several seconds to compute the answer on this task. Often they do not take the needed time; when forced to do so, they do well.     

Mechanisms of contextual control when contexts are informative to solve the task

An experiment was conducted using a human instrumental learning task with the goal of evaluating the mechanisms underlying the deleterious effect of context-switching on responding to an unambiguous stimulus when contexts are informative to solve the task. Participants were trained in a context-based reversal discrimination in which two discriminative stimuli (X and Y) interchange their meaning across contexts A and B. In context A, discriminative stimulus Z consistently announced that the relationship between a specific instrumental response (RI) and a specific outcome (O1) was in effect. Performance in the presence of stimulus Z was equally deteriorated when the test was conducted outside the training context, regardless of whether the test context was familiar (context B) or new (context C). This result is consistent with the idea that participants code all the information presented in an informative context as context-specific with the context playing a role akin to an occasion setter.     

The face-specific proportion congruency effect: social stimuli as contextual cues

Previous research shows that larger interference is observed in contexts associated with a high proportion of congruent trials than in those associated with a low proportion of congruent trials. Given that one of the most relevant contexts for human beings is social context, researchers have recently explored the possibility that social stimuli could also work as contextual cues for the allocation of attentional control. In fact, it has been shown that individuals use social categories (i.e., men and women) as cues to allocate attentional control. In this work, we go further by showing that individual faces (instead of the social categories they belong to) associated with a high proportion of congruent trials can also lead to larger interference effects compared to individual faces predicting a relatively low proportion of congruent trials. Furthermore, we show that faces associated with a high proportion of congruent trials are more positively evaluated than faces associated with a high proportion of incongruent trials. These results demonstrate that unique human faces are potential contextual cues than can be employed to apply cognitive control when performing an automatic task.     

Opening the cuebox: The information children and young adults generate and rely on when making inferences from memory

We used a cue‐generation and a cue‐selection paradigm to investigate the cues children (9‐ to 12‐year‐olds) and young adults (17‐year‐olds) generate and select for a range of inferences from memory. We found that children generated more cues than young adults, who, when asked why they did not generate some particular cues, responded that they did not consider them relevant for the task at hand. On average, the cues generated by children were more perceptual but as informative as the cues generated by young adults. When asked to select the most informative of two cues, both children and young adults tended to choose a hidden (i.e., not perceptual) cue. Our results suggest a developmental change in the cuebox (i.e., the set of cues used to make inferences from memory): New cues are added to the cuebox as more cues are learned, and some old, perceptual cues, although informative, are replaced with hidden cues, which, by both children and young adults, are generally assumed to be more informative than perceptual cues.     

Retrospective perceptual distortion of position representation does not lead to delayed localization

Previous studies have reported retrospective influences of visual events that occur after target events. In the attentional attraction effect, a position cue presented after a target stimulus distorts the target’s position towards that of the cue. The present study explored the temporal relationship between stimulus presentation and reaction time (RT) in this effect in two experiments. Participants performed a speeded localization task on two vertical lines, the positions of which were to be distorted by an additional attentional cue. No significant difference in RTs was found between the conditions with simultaneous and delayed cues. RTRT was modulated by the perceived (rather than physical) alignment of the lines. In Experiment 2, we manipulated the strength of attentional capture by modulating the color relevance of the cue to the target. Trials with cues producing stronger attentional capture (with cues of a different color from the targets) were found to induce apparently stronger distortion effects. This result favors the notion that the observed repulsion and attraction effects are driven by attentional mechanisms. Overall, the results imply that the attentional shift induced by the cue might occur rapidly and complete before the establishment of conscious location representation of the cue and the target without affecting overall response time.     

Dynamics of facilitation and interference in cue-priming and Simon tasks

In examining the selective suppression of responses activated by task-irrelevant stimulus attributes, such as in spatial conflict tasks, two different approaches have pointed to similar conclusions. In one approach (involving cue-priming procedures), variations of the stimulus-onset asynchrony (SOA) between task-irrelevant cues and subsequent target stimuli disclosed that the cues elicit activation of the congruent response, but this activation is subsequently suppressed. In another approach, a series of studies with the Simon task led to the formulation of the activation-suppression hypothesis. Analysis of RT distributions (in particular delta plots) disclosed that the task-irrelevant stimulus location elicits activation of the spatially corresponding response, but this activation is subsequently suppressed. The strength or efficiency of selective response suppression is expressed in the slope of the delta plot. In the present study, we combined these two approaches and found that the effects of SOA manipulation and the results of the distributional analysis converged and were positively correlated, suggesting that they involve a common mechanism of response activation followed by the selective suppression of that activation.     

Interference of Sentence and Picture Contexts on Learning Prepositions

The effects of extra stimulus cues, such as pictures and sentences, on learning of preposition words were examined in two experiments. A one-way repeated-measures design was applied in the study. The results show that both sentences and pictures interfered with and blocked the learning of these context-dependent words in the simultaneous presentations. The superiority of feedback presentations over simultaneous presentations indicate that feedback techniques neutralize the blocking effect. More interestingly, however, the prepositions were learned more quickly in the absence of any context cues and this suggested that it is better to teach basic preposition words either by the presentation of them alone or if extra stimulus cues are to be used they should be presented as feedback.