Stroop-Like Effects of Derived Stimulus-Stimulus Relations

Autor/inn/en	Liefooghe, Baptist; Hughes, Sean; Schmidt, James R.; De Houwer, Jan
Titel	Stroop-Like Effects of Derived Stimulus-Stimulus Relations
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 46 (2020) 2, S.327-349 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liefooghe, Baptist)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000724
Schlagwörter	Reinforcement; Visual Stimuli; Interference (Learning); Reaction Time; Color; Semantics; Teaching Methods; Attention; Visual Discrimination; College Students; Foreign Countries; Belgium; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Positive Verstärkung; Reaktionsvermögen; Colour; Farbbezeichnung; Farbe; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Collegestudent; Ausland; Belgien
Abstract	Automaticity can be established by consistently reinforcing contingencies during practice. During reinforcement learning, however, new relations can also be derived, which were never directly reinforced. For instance, reinforcing the overlapping contingencies A [right arrow] B and A [right arrow] C, can lead to a new relation B-C, which was never directly reinforced. Across 5 experiments we investigated if such derived relations can also induce automatic effects. We first trained participants to derive a relation between a nonsense word and a color word, and then used the nonsense words as distractors in a Stroop task. Results indicate that derived color-word associates induce Stroop effects. This effect, however, is present only when sufficient attention is allocated to the distractor words during the Stroop task, and is driven by a response conflict. We conclude that, under the present training conditions, derived color-word associates became related to the corresponding color word at the lexical level, but did not gain direct access to the corresponding semantic color representation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01