Contingent Involuntary Motoric Inhibition: The Involuntary Inhibition of a Motor Response Contingent on Top-Down Goals

Autor/inn/en	Anderson, Brian A.; Folk, Charles L.
Titel	Contingent Involuntary Motoric Inhibition: The Involuntary Inhibition of a Motor Response Contingent on Top-Down Goals
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 38 (2012) 6, S.1348-1352 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0030514
Schlagwörter	Cognitive Processes; Inhibition; Priming; Motor Reactions; Color; Task Analysis; Stimuli; Undergraduate Students; Computer Software; Psychomotor Skills + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Hemmung; Colour; Farbbezeichnung; Farbe; Aufgabenanalyse; Anreizsystem; Psychomotorische Aktivität
Abstract	Effective motor control involves both the execution of appropriate responses and the inhibition of inappropriate responses that are evoked by response-associated stimuli. The inhibition of a motor response has traditionally been characterized as either a voluntary act of cognitive control or a low-level perceptual bias arising from processes such as inhibition of return and priming. Involuntary effects of top-down goals on motoric inhibition have been reported, but involve the perseveration of an inhibitory strategy. It is unknown whether the inhibition of a motor response can be selectively triggered by a goal-relevant stimulus, reflecting the automatic activation of a top-down inhibitory strategy. Here we show that irrelevant flankers that share the color of a no-go target elicit the inhibition of their associated motor response while other-colored flankers do not, even when participants have sufficient time to prepare for the upcoming target while ignoring the flankers. Our results demonstrate contingent involuntary motoric inhibition: motoric inhibition can be automatically triggered by a stimulus based on top-down goals. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10