Transfer of learning in choice reactions: The roles of stimulus type, response mode, and set-level compatibility

Yamaguchi, Motonori; Chen, Jing; Proctor, Robert W.

doi:10.3758/s13421-015-0518-2

Cited by 8 publications

(11 citation statements)

References 34 publications

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“…A more promising possibility concerns the type of representation of the digit sequences and/or motor patterns. As mentioned in the Introduction, the generalizability found in the present study could be attributed to a representation of the abstract structure of the skill (as opposed to the surface structure; Dominey et al, 1998), or a representation that is effector independent (Boutin et al, 2012;Park & Shea, 2005;Verwey & Clegg, 2005) and does not require a contextual match between the practice and transfer tasks (Yamaguchi et al, 2015).…”

Section: Discussionsupporting

confidence: 51%

“…Generalizability could also be explained in terms of the subjects' representation of the digit sequences and/or motor patterns. In particular, compatible with generalizability would be a representation of the abstract structure of the skill (rather than its surface structure; see, e.g., Dominey, Lelekov, Ventre-Dominey, & Jeannerod, 1998), an effector-independent representation (Boutin et al, 2012;Park & Shea, 2005;Verwey & Clegg, 2005), or a representation that does not necessitate a contextual match between the tasks given in practice and transfer (Yamaguchi, Chen, & Proctor, 2015).…”

Section: Present Studymentioning

confidence: 99%

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Training, retention, and transfer of data entry perceptual and motor processes over short and long retention intervals

et al. 2019

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In two experiments, subjects trained in a standard data entry task, which involved typing numbers (e.g., 2147) using their right hands. At an initial test (20 min or 6 months after training), subjects completed the standard task, followed by a left-hand variant (typing with their left hands) that involved the same perceptual, but different motoric, processes as the standard task. At a second test (2 days or 8 months after training), subjects completed the standard task, followed by a code variant (translating letters into digits, then typing the digits with their right hands) that involved different perceptual, but the same motoric, processes as the standard task. At test, for each of the three tasks, half the trials were trained numbers (old) and half were new. Repetition priming (faster execution times to old than new numbers) was found for each task, with extended delays only slightly decreasing the magnitude of the effect. Repetition priming for the standard task reflects retention of trained numbers, for the left-hand variant reflects transfer of perceptual processes, and for the code variant reflects transfer of motoric processes. There was, thus, evidence for both specificity and generalizability of training data entry perceptual and motoric processes even over very long retention intervals.

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Section: Discussionsupporting

confidence: 51%

Section: Present Studymentioning

confidence: 99%

Training, retention, and transfer of data entry perceptual and motor processes over short and long retention intervals

et al. 2019

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“…This suggests that physical locations and arrows access the same spatial representations, whereas arrow and word stimuli tap overlapping semantic codes. In addition, Yamaguchi, Chen, and Proctor (2015) found similar transfer when a verbal response was used after training on manual incongruent spatial location responses.…”

Section: Introductionmentioning

confidence: 74%

“…For both Simon and Stroop paradigms, pretraining on spatially incompatible response mappings can reduce interference effects. This appears to transfer across stimuli and, to some extent, different modalities of presentation and response (Marini, Iani, Nicoletti, & Rubichi, 2011;Yamaguchi, Chen & Proctor, 2015). Specifically, Procter, Yamaguchi, Zhang, and Vu (2009) found that practicing with incongruent spatial locations and responses abolished the Simon effect.…”

Section: Introductionmentioning

confidence: 95%

From eyes to hands: Transfer of learning in the Simon task across motor effectors

Verghese

Mattingley

Palmer

et al. 2017

Atten Percept Psychophys

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Inhibition of irrelevant and conflicting information and responses is crucial for goal-directed behaviour and adaptive functioning. In the Simon task, for example, responses are slowed if their mappings are spatially incongruent with stimuli that must be discriminated on a nonspatial dimension. Previous work has shown that practice with incongruent spatial mappings can reduce or even reverse the Simon effect. We asked whether such practice transfers between the manual and oculomotor systems and if so to what extent this occurs across a range of behavioural tasks. In two experiments, one cohort of participants underwent anti-saccade training, during which they repeatedly inhibited the reflexive impulse to look toward a briefly presented target. Additionally, two active-control training groups were included, in which participants either trained on Pro-saccade or Fixation training regimens. In Experiment 1, we probed whether the Simon effect and another inhibitory paradigm, the Stroop task, showed differential effects after training. In Experiment 2, we included a larger battery of inhibitory tasks (Simon, Stroop, flanker and stop-signal) and noninhibitory control measures (multitasking and visual search) to assess the limits of transfer. All three training regimens led to behavioural improvements in the trained-upon task, but only the anti-saccade training group displayed benefits that transferred to the manual response modality. This transfer of training benefit replicated across the two experiments but was restricted to the Simon effect. Evidence for transfer of inhibition training across motor systems offers important insights into the nature of stimulus-response representations and their malleability.

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“…This has also been shown to account for task settings in which categorical coding appears appropriate (e.g., Yamaguchi & Proctor, 2011). Whether this approach could account for the Simon effect with symbolic stimuli (e.g., spatial words and arrows; Proctor, Yamaguchi, Zhang, & Vu, 2009;Yamaguchi, Chen, & Proctor, 2015) would be an interesting issue to address in future investigations.…”

Section: Discussionmentioning

confidence: 95%

Modes of spatial coding in the Simon task

Yamaguchi

Proctor

2019

Journal of Cognitive Psychology

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Many models of the Simon effect assume that categorical spatial representations underlie the phenomenon. The present study tested this assumption explicitly in two experiments, both of which involved eight possible spatial positions of imperative stimuli arranged horizontally on the screen. In Experiment 1, the eight stimulus locations were marked with eight square boxes that appeared at the same time during a trial. Results showed gradually increasing Simon effects from the central locations to the outer locations. In Experiment 2, the eight stimulus locations consisted of a combination of three frames of spatial reference (hemispace, hemifield, and position relative to the fixation), with each frame appearing in different timings. In contrast to Experiment 1, results showed an oscillating pattern of the Simon effect across the horizontal positions. These findings are discussed in terms of grouping factors involved in the Simon task. The locations seem to be coded as a single continuous dimension when all are visible at once as in Experiment 1, but they are represented as a combination of the lateral categories ('left' vs. 'right') with multiple frames of reference when the reference frames are presented successively as in Experiment 2.

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Transfer of learning in choice reactions: The roles of stimulus type, response mode, and set-level compatibility

Cited by 8 publications

References 34 publications

Training, retention, and transfer of data entry perceptual and motor processes over short and long retention intervals

Training, retention, and transfer of data entry perceptual and motor processes over short and long retention intervals

From eyes to hands: Transfer of learning in the Simon task across motor effectors

Modes of spatial coding in the Simon task

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