Response Inhibition in Motor and Oculomotor Conflict Tasks: Different Mechanisms, Different Dynamics?

Autor/inn/en	Wijnen, Jasper G.; Ridderinkhof, K. Richard
Titel	Response Inhibition in Motor and Oculomotor Conflict Tasks: Different Mechanisms, Different Dynamics?
Quelle	In: Brain and Cognition, 63 (2007) 3, S.260-270 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-2626
DOI	10.1016/j.bandc.2006.09.003
Schlagwörter	Reaction Time; Inhibition; Conflict; Eye Movements; Motor Reactions; Visual Stimuli; Visual Perception; Visual Discrimination; Perception Tests; Cognitive Processes + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Hemmung; Konflikt; Augenbewegung; Visuelle Wahrnehmung; Cognitive process; Kognitiver Prozess
Abstract	Previous research has shown that the appearance of task-irrelevant abrupt onsets influences saccadic eye movements during visual search and may slow down manual reactions to target stimuli. Analysis of reaction time distributions in the present study offers evidence suggesting that top-down inhibition processes actively suppress oculomotor or motor responses elicited by a salient distractor, in order to resolve the conflict that arises when reflex-like and deliberate responses are in opposition. Twenty-six participants carried out a variation of the oculomotor capture task. They were instructed to respond with either a saccade toward or with a button press at the side of the hemifield in which a target color singleton appeared. A distractor stimulus could appear either in the same or in the opposite hemifield. Delta plots revealed competition between reflex-like and deliberate response activation, and highlighted selective inhibition of automatic responses: While participants generally responded more slowly in incongruent compared to congruent situations, this effect diminished and even reversed in the slowest speed quantiles. These effects were present in both the oculomotor and motor response-mode conditions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10