Rapid activation of motor responses by illusory contours

Whereas physiological studies indicate that illusory contours (ICs) are signaled in early visual areas at short latencies, behavioral studies are divided as to whether IC processing can proceed in a fast, automatic, bottom-up manner or whether it requires extensive top-down intracortical feedback or even awareness and cognition. Here, we employ a response priming paradigm to assess two measures of IC processing using identical stimuli: response priming by ICs, which can occur independently of visual awareness, and a measure of visual awareness of the ICs. In three experiments, participants responded to the orientation of illusory and real-contour targets preceded by illusory and real-contour primes at stimulus-onset asynchronies from 35 to 106 ms. Both illusory and real-contour targets were strongly primed by ICs, and this effect was independent of prime visibility. The effect was fully present in the fastest responses and cannot be explained by responses to stimulus features other than the ICs. Results indicate that ICs, regardless of whether they are consciously perceived, activate fast motor responses, indicating that they are processed without time-consuming intracortical feedback. We conclude that conflicting studies were based on qualitatively different measures of IC processing, some depending on visual awareness and others independent of it. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Automatic activation of attachment-related goals

When people encounter threats, their attachment systems are activated and they become motivated to seek protection and support through proximity to their attachment figures. Theoretically, therefore, mental representations of attachment figures should be associated with goals related to attaining proximity and safety. The present studies explore this idea by examining the effects of a person's chronic attachment style and exposure to a particular attachment figure's name on the automatic activation of attachment-related goals. Studies 1 and 2 examine effects of exposure to the name of a security-providing attachment figure on willingness to self-disclose and seek support (two behaviors related to gaining proximity). Study 3 examines how exposure to names of different relationship partners (with whom a participant has felt secure, anxious, or avoidant) affects the mental accessibility of attachment-related goal words. Taken together, the studies support the idea that mental representations of attachment figures are associated with attachment-related goals.     

Automatic keypress activation in skilled typing

The assumption that letters automatically activate corresponding keypresses in skilled typing was investigated. Participants responded to the color of letters (congruent condition: responding finger was the one usually used to type the letter). Participants skilled in typing showed a congruency effect: unskilled participants did not (Experiment 1). The automatic activation included characteristics of the movement usually performed to type the letters (Experiment 2). Responding with crossed hands on an external response device (Experiment 3) provided evidence for effector-dependent representations only, whereas responding on a keyhoard (Experiment 4) resulted in evidence for effector-dependent and spatial representations. Thus, motoric skill proficiency is accompanied by automatic activation processes that probably contribute to high performance levels.     

Effectiveness of visual vs kinesthetic instruction for learning a gross motor skill

The purpose of this study was to compare visual with kinesthetic instruction for learning a motor skill that is not visually monitorable. Previous studies comparing visual and kinesthetic information have all used arm tasks for which the nonvisual condition was artificial. 20 subjects were randomly assigned to either a kinesthetic or a visual instruction group. The task was to draw a horizontal line with the right foot while in a quadruped position. All subjects received visual knowledge of results. While performance improved over the course of the 10 instructional sessions and trials, no difference in performance was found between the two instructional groups. A follow-up study is required to determine whether this result was based on visual dominance. Understanding the effectiveness of the different modalities for teaching gross motor skills would be valuable to physical therapists, physical educators, and psychologists.     

From mere coincidences to meaningful discoveries

People's reactions to coincidences are often cited as an illustration of the irrationality of human reasoning about chance. We argue that coincidences may be better understood in terms of rational statistical inference, based on their functional role in processes of causal discovery and theory revision. We present a formal definition of coincidences in the context of a Bayesian framework for causal induction: a coincidence is an event that provides support for an alternative to a currently favored causal theory, but not necessarily enough support to accept that alternative in light of its low prior probability. We test the qualitative and quantitative predictions of this account through a series of experiments that examine the transition from coincidence to evidence, the correspondence between the strength of coincidences and the statistical support for causal structure, and the relationship between causes and coincidences. Our results indicate that people can accurately assess the strength of coincidences, suggesting that irrational conclusions drawn from coincidences are the consequence of overestimation of the plausibility of novel causal forces. We discuss the implications of our account for understanding the role of coincidences in theory change.     

Automatic measurement of aspects of speech reflecting motor coordination

An experimental setting and a method of measurement are described in which five parameters are recorded to reflect speech motor activity. From a psychological or clinical point of view, these parameters are a valuable supplement to traditional motor parameters. In the first experiment, it is shown that this method allows for an objective measure of these parameters. The second experiment proves their high short-term stability. This method requires an IBM-compatible PC, an AD-converter card, software, and microphones. Since a computer is used to evaluate the parameters, a simple registration of these parameters is possible. Applications in the area of speech disorders and short-term changes of speech are discussed.     

The mere exposure effect for visual image

Mere exposure effect refers to a phenomenon in which repeated stimuli are evaluated more positively than novel stimuli. We investigated whether this effect occurs for internally generated visual representations (i.e., visual images). In an exposure phase, a 5 × 5 dot array was presented, and a pair of dots corresponding to the neighboring vertices of an invisible polygon was sequentially flashed (in red), creating an invisible polygon. In Experiments 1, 2, and 4, participants visualized and memorized the shapes of invisible polygons based on different sequences of flashed dots, whereas in Experiment 3, participants only memorized positions of these dots. In a subsequent rating phase, participants visualized the shape of the invisible polygon from allocations of numerical characters on its vertices, and then rated their preference for invisible polygons (Experiments 1, 2, and 3). In contrast, in Experiment 4, participants rated the preference for visible polygons. Results showed that the mere exposure effect appeared only when participants visualized the shape of invisible polygons in both the exposure and rating phases (Experiments 1 and 2), suggesting that the mere exposure effect occurred for internalized visual images. This implies that the sensory inputs from repeated stimuli play a minor role in the mere exposure effect. Absence of the mere exposure effect in Experiment 4 suggests that the consistency of processing between exposure and rating phases plays an important role in the mere exposure effect.     

Recognition memory and the mere exposure effect

Repeated exposure to novel stimuli tends to make the stimuli better liked. Examined here is the relation between this increment in liking and recognition of the stimuli. An attempt was made to replicate findings taken as evidence that liking is used as a basis for inferring prior exposure and thus for making recognition decisions (e.g., Matlin, 1971; Moreland & Zajonc, 1977). The claim was not supported. Although in each of five experiments liking and recognition were positively correlated, liking was less sensitive to prior exposure than was recognition. Moreover, statistical analyses suggested that if liking and recognition were causally related, recognition mediated liking rather than the other way around.     

Guilty by mere association: evaluative conditioning and the spreading attitude effect

Five experiments investigated the phenomenon that attitude formation is not confined to the co-occurrence of an attitudinal object with an evaluated experience. The pairing of a target with a (dis)liked person not only affects the evaluation of the previously neutral person but spreads to other individuals who are (pre)associated with the target (spreading attitude effect). Experiments 1 and 2 provided evidence for the spreading attitude effect in appetitive as well as aversive evaluative conditioning. Experiment 3 showed that the spreading attitude effect is a robust phenomenon resistant to extinction. Experiment 4 demonstrated that attitude spread can be transferred to 2nd-order conditioning. Finally, Experiment 5 supports the notion that the spreading attitude effect is not dependent on cognitive resources. Implications for social as well as applied psychology are discussed.     

The mere exposure effect and recognition memory

This investigation explores the relationship between liking ratings and recognition performance for obscure classical and Russian music melodies. Past studies have explored if awareness of stimulus presentation affects the mere exposure effect (MEE) (Bornstein, 1989; Bornstein & D'Agostino, 1992). We investigate if the type of awareness (i.e., "remembering" an actual occurrence of hearing the melody vs. "knowing" that one is familiar with the melody in a more general, less contextualised sense; Tulving, 1985) affects the MEE. In Experiment 1, we administered the liking test and the recognition test within the same test block and found that liking ratings for "remembered" melodies were on average higher than those for melodies that were merely "known". Although the recognition data replicate the findings of Gardiner, Kaminska, Dixon, and Java (1996) whereby remember and know responses to a given stimulus react differently to repetition from one to three trials, liking data did not vary with the degree of exposure. In addition, our adoption of the recognition category "guess" resulted in a pattern of results that is not only different from previous studies but illustrates the importance of judged, instead of true, old/new status in determining liking. The basic findings of Experiment 1 were replicated in Experiment 2 in which the liking test was conducted prior to the recognition test. Implications of these findings for theories of MEE are discussed.     

Automatic and intentional activation of task sets.

Four experiments examined automatic and intentional activation of task sets in a switching paradigm. Experiment 1 demonstrated incidental task sequence learning that was not accompanied by verbalizable task sequence knowledge. This learning did not affect task shift cost and may be attributed to automatic task-set activation. In Experiment 2, both shift cost and learning effect increased when the response-cue interval was short, indicating the influence of residual, persisting activation of the preceding task set. In Experiment 3, learning disappeared with a long cue-stimulus interval (CSI), which resulted in a strong preparation effect. This preparation, however, reduced reaction time level but was not specific to task shifts. Finally, Experiment 4 showed that a within-subject C     

Automatic activation of task-related representations in task shifting

Stimulus displays consisting of a target and a distractor can produce task conflicts when target and distractor are associated with different tasks. The present study examined whether these stimulus-induced task conflicts are affected by priming the irrelevant task or by increasing the salience of the distractor. In a series of three experiments, we employed a task-shifting paradigm in which subjects had to apply one of two judgments to either the global or the local level of a hierarchical stimulus. In each block, the target level and the judgment were either constant or mixed. Stimulus-induced judgment conflicts were measured by comparing performance for stimuli associated with two judgments and stimuli associated with only one. It turned out that only mixing the target level and not mixing the judgment increased the conflicts. These findings indicate that only the salience of the distractor modulates stimulus-induced conflicts.     

Stimulus recognition and the mere exposure effect.

A meta-analysis of research on Zajonc's (1968) mere exposure effect indicated that stimuli perceived without awareness produce substantially larger exposure effects than do stimuli that are consciously perceived (Bornstein, 1989a). However, this finding has not been tested directly in the laboratory. Two experiments were conducted comparing the magnitude of the exposure effect produced by 5-ms (i.e., subliminal) stimuli and stimuli presented for longer durations (i.e., 500 ms). In both experiments, 5-ms stimuli produced significantly larger mere exposure effects than did 500-ms stimuli. These results were obtained for polygon (Experiment 1), Welsh figure (Experiment 2), and photograph stimuli (Experiments 1 and 2). Implications of these findings for theoretical models of the mere exposure effect are discussed.     

The effects of memory strategy instruction in the short-term motor memory of the mentally retarded

The present study investigated the effectiveness of teaching mnemonic strategies aimed at overcoming difficulties of mentally retarded students in retaining the motor short-term memory information of a preselected movement. The memory strategy employed was a combination of the "feel" of the movement and the spatial location of the hand relative to the body. The design of the study was a 2 x 2 (Instructional Treatment x Retention Condition) factorial. The instructional treatment factor included teaching the subjects a memory strategy versus no memory-strategy instruction. The retention condition factor included immediate recall and a 15-sec retention interval. There were five trials per subject. The data were interpreted as supporting the effectiveness of the memory-strategy instruction.     

Self-generated visual imagery alters the mere exposure effect

To determine whether self-generated visual imagery alters liking ratings of merely exposed stimuli, 79 college students were repeatedly exposed to the ambiguous duck—rabbit figure. Half the participants were told to picture the image as a duck and half to picture it as a rabbit. When participants made liking ratings of both disambiguated versions of the figure, they rated the version consistent with earlier encoding more positively than the alternate version. Implications of these findings for theoretical models of the exposure effect are discussed.     

A self-validation perspective on the mere thought effect

Self-generated thought has an important impact on attitude change, with repeated demonstrations of increased opportunity for thought about an attitude object increasing attitude extremity. The traditional explanation for this mere thought effect is that more time to think allows people to produce more attitude-consistent thoughts, which polarize their attitudes. Expanding on this structural perspective, the current research explores a metacognitive account for the effect of time on attitude polarization. Three experiments demonstrate that thought confidence plays an independent mediating role in the mere thought effect (Experiment 1), that it accounts for reversals in the mere thought effect when people have too much time to think (Experiment 2), and that this reversal is tied to the difficulty people have retrieving thoughts when too much time is provided (Experiment 3). Thus, taking metacognitive features of thought into account sheds new light on self-persuasion in the mere thought paradigm.     

Automatic processes in lexical access and spreading activation.

The semantic priming effect can be reduced or eliminated depending on how the prime word is processed. The experiments reported here investigate this prime task effect. Two experiments used identity and semantic priming tasks to determine whether the prime word is encoded at a lexical level under letter-search conditions. When the prime task was naming, both identity and semantic priming occurred; however, when a letter-search task was performed on the prime word, only identity priming occurred, thus supporting the argument that the search task affects activation of semantic associates rather than lexical access of the prime word. Another experiment demonstrated that this identity priming was the result of lexical processes rather than of letter-by-letter priming. A cross-modal priming technique demonstrated that the letter-search prime task does not actively suppress activation of semantic associates. The implications of these results for automaticity and for proposed mechanisms of priming are discussed.     

Attribute conditioning: Changing attribute-assessments through mere pairings

We propose Attribute Conditioning (AC) as a form of learning that refers to changes in people's assessment of stimuli's (CSs) attributes due to repeated pairing with stimuli possessing these attributes (USs). We review the available evidence and, based on this review, delineate three open questions and investigate them experimentally: a) the moderating role of CS-US similarity; b) the possibility of blocking; and c) the possibility of extinction. Five experiments conditioned health and athleticism. We measured AC effects on direct and indirect dependent variables (direct ratings and semantic misattribution). Experiment 1 shows that CS-US feature similarity does not moderate AC. Experiments 2 and 3 show that AC effects are insensitive to blocking; and Experiments 4 and 5 show that AC effects are resistant to extinction. These five experiments show that AC depends on CS-US contiguity, but not on CS-US contingency. Thereby, the study establishes AC as a simple learning phenomenon describing how people, stimuli, and concepts acquire specific attributes in people's minds due to mere pairings.