Proportion of conflict, contingency learning, and recency effects in a Stroop task

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 as...

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Detalles Bibliográficos
Autores: Jiménez García, Luis, Gallego Conde, David, Agra, Óscar, Lorda, María José, Méndez Paz, Cástor
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad de Santiago de Compostela (USC)
Repositorio:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
Idioma:inglés
OAI Identifier:oai:dnet:minerva_____::4709f8d8121d565360377e0e284763cf
Acceso en línea:https://hdl.handle.net/10347/47529
Access Level:acceso abierto
Palabra clave:Cognitive control
Stroop task
Contingency learning
Episodic effects
6106 Psicología experimental
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spelling Proportion of conflict, contingency learning, and recency effects in a Stroop taskJiménez García, LuisGallego Conde, DavidAgra, ÓscarLorda, María JoséMéndez Paz, CástorCognitive controlStroop taskContingency learningEpisodic effects6106 Psicología experimentalRecent 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.SAGEUniversidade de Santiago de Compostela. Facultade de Psicoloxía20222022-08-0120222022-08-01journal articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10347/47529reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostelainstname:Universidad de Santiago de Compostela (USC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dnet:minerva_____::4709f8d8121d565360377e0e284763cf2026-06-15T12:47:27Z
dc.title.none.fl_str_mv Proportion of conflict, contingency learning, and recency effects in a Stroop task
title Proportion of conflict, contingency learning, and recency effects in a Stroop task
spellingShingle Proportion of conflict, contingency learning, and recency effects in a Stroop task
Jiménez García, Luis
Cognitive control
Stroop task
Contingency learning
Episodic effects
6106 Psicología experimental
title_short Proportion of conflict, contingency learning, and recency effects in a Stroop task
title_full Proportion of conflict, contingency learning, and recency effects in a Stroop task
title_fullStr Proportion of conflict, contingency learning, and recency effects in a Stroop task
title_full_unstemmed Proportion of conflict, contingency learning, and recency effects in a Stroop task
title_sort Proportion of conflict, contingency learning, and recency effects in a Stroop task
dc.creator.none.fl_str_mv Jiménez García, Luis
Gallego Conde, David
Agra, Óscar
Lorda, María José
Méndez Paz, Cástor
author Jiménez García, Luis
author_facet Jiménez García, Luis
Gallego Conde, David
Agra, Óscar
Lorda, María José
Méndez Paz, Cástor
author_role author
author2 Gallego Conde, David
Agra, Óscar
Lorda, María José
Méndez Paz, Cástor
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Universidade de Santiago de Compostela. Facultade de Psicoloxía
dc.subject.none.fl_str_mv Cognitive control
Stroop task
Contingency learning
Episodic effects
6106 Psicología experimental
topic Cognitive control
Stroop task
Contingency learning
Episodic effects
6106 Psicología experimental
description 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.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-08-01
2022
2022-08-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10347/47529
url https://hdl.handle.net/10347/47529
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SAGE
publisher.none.fl_str_mv SAGE
dc.source.none.fl_str_mv reponame:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
instname:Universidad de Santiago de Compostela (USC)
instname_str Universidad de Santiago de Compostela (USC)
reponame_str Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
collection Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
repository.name.fl_str_mv
repository.mail.fl_str_mv
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