Priming is not necessary for selective-attention failures: Semantic effects of unattended, unprimed letters

Miller, Jeff

doi:10.3758/bf03203035

Cited by 208 publications

(270 citation statements)

References 97 publications

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“…Interestingly, participants generally have very low levels of contingency awareness in this task (Schmidt & De Houwer, 2012a, 2012b, 2012c, 2012d, similar to other tasks (e.g., Destrebecqz & Cleeremans, 2001;Lewicki, 1985;McKelvie, 1987;Miller, 1987).…”

Section: Introductionsupporting

confidence: 78%

Contingency Learning Tracks With Stimulus-Response Proportion

Schmidt

Houwer

2016

Experimental Psychology

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We investigate the processes involved in human contingency learning using the colour-word contingency learning paradigm. In this task, participants respond to the print colour of neutral words. Each word is frequently presented in one colour. Results show that participants respond faster and more accurately to words presented in their expected colour. In Experiment 1, we observed better performance for high relative to medium frequency wordcolour pairs, and for medium relative to low frequency pairs. Within the medium frequency condition, it did not matter whether the word was predictive of a currently-unpresented colour, or the colour was predictive of a currently-unpresented word. We conclude that a given word facilitates each potential response proportional to how often they co-occurred. In contrast, there was no evidence for costs associated with violations of high-frequency expectancies. Experiment 2 further introduced a novel word baseline condition, which also provided no evidence for competition between retrieved responses.

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Section: Introductionsupporting

confidence: 78%

Contingency Learning Tracks With Stimulus-Response Proportion

Schmidt

Houwer

2016

Experimental Psychology

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“…Increasing attention to the distracter allows it to have a larger effect on target processing. Indeed, initial attempts at finding evaluative conditioning with a flanker experiment with a consistent target location produced lacklustre (though consistent) results (but see, Miller, 1987, for a contingency learning flanker paradigm that does work).…”

Section: Footnotesmentioning

confidence: 82%

Contingency Learning With Evaluative Stimuli

Schmidt

Houwer

2012

Experimental Psychology

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In two experiments, we tested the generality of the learning effects in the recently-introduced color-word contingency learning paradigm. Participants made speeded evaluative judgments to valenced target words. Each of a set of distracting nonwords was presented most often with either positive or negative target words. We observed that participants responded faster on trials that respected these contingencies than on trials that contradicted the contingencies. The contingencies also produced changes in liking: in a subsequent explicit evaluative rating task, participants rated positively-conditioned nonwords more positively than negatively-conditioned nonwords. Interestingly, contingency effects in the performance task correlated with this explicit rating effect in both experiments. In Experiment 2, all effects reported were independent of subjective and objective contingency awareness (which was completely lacking), even when awareness was measured at the item level. Our results reveal that learning in this type of performance task extends to nonword-valence contingencies and to responses different from those emitted during the performance task. We discuss the implications of these findings for theories about the processes that underlie contingency learning in performance tasks and for research on evaluative conditioning.

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“…In non-conflict tasks, such contingency effects are found to be quite reliable (see Schmidt, 2012). For example, Miller (1987;see also Carlson & Flowers, 1996) found that when distracting letter flankers were predictive of the target letter, high contingency trials are faster than low contingency trials. Similarly, Schmidt and colleagues (2007) found a contingency effect when distracting neutral words were predictive of the colour they were printed in (e.g., MOVE most often in blue).…”

Section: Adaptation In the Item-specific Proportion Congruent Paradigmmentioning

confidence: 94%