Associative priming in color naming: interference and facilitation

In Experiment 1, color-naming interference for target stimuli following associated primes was greater in a group making a lexical decision to the prime than in a group reading the prime silently. High-frequency targets were responded to more quickly than low-frequency targets. In Experiment 2, with subjects naming the prime, there was evidence of associative interference when the prime and the target were grouped temporally but not when the intertrial interval was comparable with the prime-target interval. Associative primes presented at a short (120-msec) prime-target stimulus onset asynchrony facilitated color naming in Experiment 3. Taken together, the results suggest that the effect of faster processing of the base word in a color-naming task is facilitatory and that color-naming priming interference arises when associative prime processing increases conflict between word and color responses by enhancing phonological or articulatory activation of the base word.     

Retroactive interference and facilitation: A test of transfer surfaces

The frontal planes of the Osgood's (1949) and Holding's (1976) proaction and retroaction surfaces suggest that functionally identical responses will produce facilitation of learning and recall, and at a point between functional identity and high similarity, facilitation will decline to interference. The Osgood surface predicts that interference will then slowly increase as similarity decreases towards response neutrality and then sharply rise to maximum interference as response similarity approaches that of antagonistic responses. The Holding surface suggests, however, that the change from facilitation to interference is a step function where maximal interference is achieved when responses are no longer functionally identical. Maximal interference is maintained as response similarity decreases. Using stimulus conditions which were held constant and responses which were varied in magnitude, the relationship between the similarity of responses and both retroactive facilitation and interference was examined. Nine groups of ten subjects learned (15 trials), and recalled (3 trials), a criterion movement of 35 cm on a linear slide apparatus. Interpolated between learning and recall, each group was given 15 trials of a movement which differed in degree of similarity to the criterion movement. Analysis of variance performed on the absolute errors of recall of the criterion movement revealed significant group effects, F(8, 81) = 2.20, p < 0.05. Facilitation dropped sharply to maximal interference when the similarity between the interpolated and criterion responses exceeded functional identity. Interference did not remain maximal as response similarity decreased, however, but rapidly declined to facilitation. The substantial learning enhancement observed with larger interpolated responses was suggested as resulting from changes in the adaptation level that were induced by the interpolated movements. Retroactive interference was discussed in terms of Newell and Barclay's (1982) perspective of hierarchical schemata representation of movement.     

Perceptual interference and facilitation with auditory imagery

It has been claimed both that (1) imagery selectivelyinterferes with perception (because images can be confused with similar stimuli) and that (2) imagery selectivelyfacilitates perception (because images recruit attention for similar stimuli). However, the evidence for these claims can be accounted for without postulating either image-caused confusions or attentional set. Interference could be caused by general and modality-specific capacity demands of imaging, and facilitation, by image-caused eye fixations. The experiment reported here simultaneously tested these two apparently conflicting claims about the effect of imagery on perception in a way that rules out these alternative explanations. Subjects participated in a two-alternative forced-choice auditory signal detection task in which the target signal was either the same frequency as an auditory image or a different frequency. The possible effects of confusion and attention were separated by varying the temporal relationship between the image and the observation intervals, since an image can only be confused with a simultaneous signal. We found selective facilitation (lower thresholds) for signals of the same frequency as the image relative to signals of a different frequency, implying attention recruitment; we found no selective interference, implying the absence of confusion. These results also imply that frequency information is represented in images in a form that can interact with perceptual representations.     

Training on integrated versus separated Stroop tasks: The progression of interference and facilitation

Two experiments examined the course of interference and facilitation in the Stroop (1935) task during training. Two versions of the task were compared: integrated (e.g., the word RED in the color green) and separated (e.g., green asterisks above the word RED). Stimuli were congruent (RED in red), incongruent (GREEN in red), or neutral (XXX in red). Over 5-day (Experiment 1) and 10-day (Experiment 2) training sessions, facilitation due to congruence was small, stable, and equivalent in both task versions. In contrast, interference declined sharply on the integrated task over Days 1-3, then slowed to parallel the gradual decline on the separated task. Finally, training on the color naming task did not affect a word reading task administered after training. These findings imply that (a) Stroop interference initially reflects two problems—overcoming integration and managing two conflicting information sources; (b) with practice, the larger integration problem is solved relatively quickly, rendering the integrated and separated tasks quite comparable thereafter; and (c) facilitation and interference in the Stroop task may be independent. These results challenge extant theories of the Stroop effect, which do not predict such effects.     

The role of inhibitory control in the development of analogical reasoning: From general to specific

This study examined the role of inhibitory control in the development of analogical reasoning using inter-task priming paradigms. In Experiment 1, 25 seven-year-olds, 27 nine-year-olds, and 27 adults completed Stroop tasks, which activated general inhibitory control ability, before analogical reasoning tasks. Children and adults performed faster on analogical reasoning tasks when they were primed by Stroop tasks. This priming effect was found to be stronger in children than in adults. In Experiment 2, 25 seven-year-olds, 28 nine-year-olds, and 28 adults completed relative number matching tasks, a more task-relevant inhibitory control task, before analogical reasoning tasks. The children and adults performed faster on analogical reasoning tasks when primed by relative number matching tasks. The priming effect was greater in seven-year-olds than in nine-year-olds and was greater in nine-year-olds than in adults. Thus, inhibitory control, whether assessed with general or specific tasks, played a priming role in analogical reasoning.     

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.     

Motor interference and facilitation arising from observed movement kinematics

Previous studies demonstrate that observing the movements of others can interfere with concurrent movement execution. This interference effect is attributed to incongruence between the observed and executed movements. The study presented here examined different aspects of observed and executed movement congruency. Participants attempted to trace straight lines in the air using one of two movement tasks while observing an experimenter perform movements varied by their task and spatial congruency. The data revealed that kinematic aspects of the observed movements were incorporated into the observer's own movements. Observing the same kinematics led to interference or facilitation effects depending on whether the direction of the observed movement was congruent or incongruent with the movement the participant performed. These data suggest that low-level properties of observed movements can modulate participant performance.     

Associative facilitation and interference in the Stroop color-word task

It is difficult to name the color of a stimulus when the stimulus is a word naming a different color. When the word is congruent with the color in which it is written, color naming is much quicker. Similar results are also obtained when color-related words are used instead of color names. These results are taken as evidence for the operation of associative factors that could facilitate or impair performance in the color-word task.     

Memory search without interference: The role of integration

Several researchers have shown that the time required to retrieve a sentence increases with the number of unrelated facts learned about concepts in that sentence. L. M. Reder and J. R. Anderson (1980, Cognitive Psychology, 12, 447–472) have argued that such fan effects also occur when the facts are integrated, provided that subjects must carry out a search of memory. In the present set of three experiments, we followed Reder and Anderson's procedure but, in a highintegration condition, used facts that were causally linked. In the first experiment, recall and recognition accuracy were better when fan was six than when it was three, and this effect was more pronounced in a high- than in a low-integration condition. In the second experiment, the overall fan effect was negative for recognition time in the high-integration condition, whereas in the low-integration condition, we obtained the usual positive fan effect. In the third experiment, subjects learned the materials on their own to provide a better opportunity for them to integrate facts. All fan effects became smaller or more negative relative to those observed in the preceding study. We consider a class of models for the findings in which subjects use confirming and disconfirming evidence as a basis for early termination of search.     

Prelexical facilitation and lexical interference in auditory word recognition.

Phonological priming effects were examined in an auditory single-word shadowing task. In 6 experiments, target items were preceded by auditorily or visually presented, phonologically similar, word or nonword primes. Results revealed facilitation in response time when a target was preceded by a word or nonword prime having the same initial phoneme when the prime was auditorily presented but not when it was visually presented. Second, modality-independent interference was observed when the phonological overlap between the prime and target increased from 1 to 3 phonemes for word primes but not for nonword primes. Taken together, these studies suggest that phonological information facilitates word recognition as a result of excitation at a prelexical level and increases response time as a result of competition at a lexical level. These processes are best characterized by connectionist models of word recognition.     

Sex role group differences in specific, academic, and general self-efficacy

The primary purpose of this study was to examine sex role group differences (androgynous, masculine, feminine, and undifferentiated) in three different levels of self-efficacy (general, academic, and course specific). A sample of 215 undergraduate participants completed the three measures of self-efficacy and the sex role measure. Results showed that there was a multivariate significance among the sex role groups in the three levels of self-efficacy and that both masculine and androgynous groups had significantly higher general and academic efficacy means than the undifferentiated or feminine groups. The major findings in this study are largely consistent with findings of previous researchers, supporting the theory that masculinity may be a key construct in the differentiation of individuals in self-efficacy, which has been shown to be an important predictor of achievement.     

Lexical selection is not by competition: a reinterpretation of semantic interference and facilitation effects in the picture-word interference paradigm

The dominant view in the field of lexical access in speech production maintains that selection of a word becomes more difficult as the levels of activation of nontarget words increase--selection by competition. The authors tested this prediction in two sets of experiments. First, the authors show that participants are faster to name pictures of objects (e.g., "bed") in the context of semantically related verb distractors (e.g., sleep) compared with unrelated verb distractors (e.g., shoot). In the second set of experiments, the authors show that target naming latencies (e.g., "horse") are, if anything, faster for within--category semantically close distractor words (e.g., zebra) than for within--category semantically far distractor words (e.g., whale). In the context of previous research, these data ground a new empirical generalization: As distractor words become semantically closer to the target concepts--all else being equal--target naming is facilitated. This fact means that lexical selection does not involve competition, and consequently, that the semantic interference effect does not reflect a lexical level process. This conclusion has important implications for models of lexical access and interpretations of Stroop-like interference effects.     

Choice of task and goal under conditions of general and specific affective inducement

In this study we examine the role of general and task-specific affect on task and goal choice in a performance setting. We use video stimuli to induce a general positive or general negative affective state, and use rate-of-progress and absolute discrepancy feedback to manipulate task-specific affect. Analyses indicate that general affective states influenced task and goal choices, self-efficacy expectations, and performance. Rate-of-progress feedback influenced affective state, task choice, and self-efficacy expectations. Absolute discrepancy feedback influenced task choice modestly and self-efficacy significantly. Generally, positive affect promoted mood maintenance while negative affect promoted mood repair, and general and task-specific affect exerted similar effects. Results are discussed in terms of the motivational consequences of affective states (either general or task-specific) for task and goal choices.     

The father's role in the facilitation of infant mental health

Many recent studies have focused on the nature and significance of father-infant relationships. These studies show that men are as capable of behaving sensitively as women are, although cultural sex-stereotypes usually prevent them from assuming a prominent role in child care. Nevertheless, most infants become attached to both their parents during the first year of life although they tend to establish primary relationships with their primary caretakers. During the second year of life, fathers encourage boys to focus attention on their fathers. This may facilitate the development of gender identity. In addition, the security of the father-infant attachment relationship may affect the infant's orientation to novel social situations. Fathers also affect infants indirectly via their influence on the children's mothers.     

Magnocellular facilitation of flanked-letter identification disappears with strong flanker interference

Previously, we obtained evidence to suggest that the magnocellular system may reduce interference from flankers during flanked-letter identification. To understand this phenomenon better, we combined the data of our previous experiments, which all used the same flanking letter, and focused on the different target letters that were used. The new analysis showed that after an initial increase, magnocellular facilitation decreased and ultimately disappeared, as the target–flanker combination's level of interference increased. The initial increase was partly while the later decrease was fully replicated in two new experiments that focused on two different target letters while manipulating flanker identity. The outcome of a third new experiment studying the type of interference reduced suggested that although crowding contributed to total interference, it was insensitive to magnocellular mediation. Our results may be understood to reflect the involvement of the magnocellular system in an attentional-selection mechanism that is silenced by surround suppression.