גירויים לא רלוונטיים ופעולת בקרה: ניתוח ההשפעה של גירויים שהתעלמו מן באמצעות המסיח-תגובת איגוד פרדיגמה

The overall goal of the following experiment is to show that response irrelevant, distract, or stimuli can be integrated with human responses and that these bindings influence subsequent actions. This is achieved by defining a stimulus set from which target and distractor stimuli will be drawn and in which each stimulus is assigned to a certain response. Next, sequences of two responses are created in which the response to a target stimulus repeats or changes while an additional ignored stimulus orthogonally repeats or changes, which allows that the distractor stimulus is integrated with the first response and can influence performance in the second response.

Then response times and error rates are repeatedly measured in trials to collect effects of repeated distractors as compared to change distractors, both in response repetition and in response change trials. Results are obtained that show distractor response binding via a smaller distractor repetition benefit in response change. Then in response, repetition trials based on differences in response times and error rates.

The main advantage of this technique over existing methods, such as the negative priming paradigm, is that response retrieval effects due to stimulus repetition can be differentiated from effects of selective attention that are always at work in the typical interference paradigms and cognitive psychology. This method can help answer key questions in the field of human action control, such as on what conditions and in which way additional action relevant stimuli nevertheless influence human behavior by establishing nearly automatic stimulus response routines. To begin program the experiment using an experimental software program such as ePrime, create one stimulus set from which both targets and distractors will be drawn.

For example, a set can include the eight letters, S, D, F, G, H, J, K, and L.Next, separate the stimulus set into four groups and assign one response to each group. For example, assign s and D to a button. Press with the left middle finger, f and g to a button.

Press with the left index finger, h and j to a button. Press with the right index finger and K and L to a button. Press with the right middle finger.

Decide on a stimulus arrangement presenting the target and distractor in a grouped fashion. Gestalt principles help to implement grouping of stimuli. For example, present letters in a horizontal rather than a vertical line.

Decide on the criterion for target selection. For example, present targets and distractors in a horizontal line and define certain locations or colors to contain the target. Use the same stimulus arrangement for all displays throughout the experiment.

Prepare six different kinds of trial types or prime probe sequences, orthogonally varying response relation and distractor relation in each prime and each probe arrangement. Be careful to combine distractors and targets that are mapped to different responses for trial. Type R-R-I-D-R implement response repetition between the response to the prime target and the response to the probe target by presenting the same target stimulus identity on the prime and the probe display.

Implement distractor repetition by presenting the same distractor stimulus on the prime and the probe display for trial. Type R-R-I-D-C implement response repetition by presenting the same target stimulus identity on the prime and the probe display. Implement distractor change by presenting different distractor stimuli on the prime and the probe display A for trial Type RRDR implement response repetition by presenting a target stimulus from the same response category on the prime and the probe display.

Implement distractor repetition by presenting the same distractor stimulus on the prime and the probe display for trial. Type RRDC implement response repetition by presenting a target stimulus from the same response category on the prime and the probe display. Implement, distract or change by presenting different distractor stimuli on the prime and the probe display for trial.

Type RCDR implement response change by presenting a target stimulus from different response categories on the prime and the probe display. Implement distract or repetition by presenting the same distractor stimulus on the prime and the probe display for trial. Type RCDC implement response change by presenting a target stimulus from different response categories on the prime and the probe display.

Implement distractor change by presenting different distractor stimuli on the prime and the probe display under the restrictions defined by the respective trial type. Randomly assign stimuli from the stimulus set to the roles of prime distractor. Prime target probe target and probe distractor in each prime and each probe arrangement.

Use distractors that are mapped to a different response than the target. Do the assignments for each trial type and repeat this 30 times resulting in 180 trials. Randomize the order of the 180 trials.

Use a random sample of 60 trials for a practice block. Volunteering as a participant will be Melina OT as student assistant from the laboratory. To begin the experiment, welcome the participants and assign computers.

Testing in groups is possible. However, testing participants in individual soundproof chambers is preferable. Collect data such as age, gender, and defective vision.

First via the computer screen. Give written instructions that include a description of the task and the reminder to respond as fast as possible without making errors to present the displays in each trial. Begin by presenting a queue for 1000 milliseconds, such as an asterisk that indicates to the participants that the next trial is starting.

Present a fixation marker such as a plus sign at the center of the screen for 500 milliseconds. Present the prime display at the center of the screen until the participant responds by pressing one of the response buttons. Log the prime response time and accuracy of the prime response in case of an inaccurate response.

Present a warning for 1500 milliseconds that reminds the participant to react as fast as possible, but without making errors. 500 milliseconds after the prime response. Present the probe display until the participant responds by pressing one of the response buttons.

In case of an inaccurate response, present a warning for 1500 milliseconds. That reminds the participant to react as fast as possible, but without making errors throughout the experiment. Present all of the 180 trials in a random order.

Make sure that the participants are allowed to take a break approximately every 60 trials. Omit response, repetition trials with target identity, repetition to exclude influences of target identity, repetition effects for the analysis of probe response times only consider trials with correct responses to the prime and the probe and exclude anticipatory and outlier response times. Finally, enter probe response times into a two by two anova.

The same ANOVA can be used to analyze probe error rates to investigate distractor response binding effects in different modalities as well as across modalities. Target and distractor stimuli can easily be presented visually, auditorily, or tactically in a two by two inova on probe response times. A significant interaction of response relation and distractor relation indicates the effect of distractor response binding.

The advantage of distractor repetition is larger in response repetition than in response change trials if only the effect of distractor response binding influences the pattern distractor repetition effects are expected as depicted here. Repeated distractors lead to an advantage in response repetition, but to a disadvantage in response change trials. A significant main effect of distractor repetition indicates an additional distractor inhibition effect if distractor inhibition influences response times.

In addition to response retrieval effects a pattern as shown in this figure is expected. A general additional advantage of distractor repetition leads to an even larger effect of distractor repetition in response repetition trials and cancels out the disadvantage due to distractor repetition in response change trials shown. Here is an example for data collected by FFR Rothman and Ventura.

This figure summarizes the distractor response binding effects of 33 experiments in different modalities. The effects become larger with more difficult tasks and thus with longer response times with longer lags between triggering response retrieval and execution of the response. The retrieval process is more likely to be completed before response execution.

Hence, the distractor response binding effect becomes more pronounced After its development. This technique paved the way for researchers in the field of human action control to explore in which circumstances and in which way ignored stimuli influence human behavior. After watching this video, you should have a good understanding of how to show that a relevant destructive stimuli can be integrated with human responses and that these stimulus response bindings influence subsequent actions.