心理学
斯特罗普效应
联想学习
认知心理学
意外事故
背景(考古学)
认知
集合(抽象数据类型)
控制(管理)
发展心理学
神经科学
人工智能
计算机科学
生物
哲学
古生物学
语言学
程序设计语言
作者
Luís Jiménez,David Gallego,Oscar Agra,María José Lorda,Cástor Méndez
标识
DOI:10.1177/17470218211056813
摘要
Recent research on the relation between learning and cognitive control has assumed that conflict modulates learning, either by increasing arousal and hence improving learning in high-conflict situations, or by inducing control, and hence inhibiting the processing of distracters and their eventual association with the imperative responses. We analyse whether the amount of conflict, manipulated through the proportion of congruency in a set of Stroop inducer trials, affects learning of contingencies established on diagnostic trials composed by neutral words associated with colour responses. The results reproduced the list-wide proportion of congruency effect on the inducer trials, and showed evidence of contingency learning on the diagnostic trials, but provided no indication that this learning was modulated by the level of conflict. Specific analyses conducted to control for the impact of episodic effects on the expression of learning indicated that contingency effects were not driven by the incremental processes that could be expected by associative learning, but rather they were due to the impact of the most recent trial involving the same distracter. Accordingly, these effects disappeared when tested selectively on trials that required a non-matching response with respect to the previous occurrence of the distracter. We interpret this result in the context of the debate on how learning and memory interact with the processes of cognitive control.
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