action-effect associations in voluntary and cued task-switching

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ID: 228694
2018
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Abstract
The literature of action control claims that humans control their actions in two ways. In the stimulus-based approach, actions are triggered by external stimuli. In the ideomotor approach, actions are elicited endogenously and controlled by the intended goal. In the current study, our purpose was to investigate whether these two action control modes affect task-switching differently. We combined a classical task-switching paradigm with action-effect learning. Both experiments consisted of two experimental phases: an acquisition phase, in which associations between task, response and subsequent action effects were learned and a test phase, in which the effects of these associations were tested on task performance by presenting the former action effects as preceding effects, prior to the task (called practiced effects). Subjects either chose freely between tasks (ideomotor action control mode) or they were cued as to which task to perform (sensorimotor action control mode). We aimed to replicate the consistency effect (i.e., task is chosen according to the practiced task-effect association) and non-reversal advantage (i.e., better task performance when the practiced effect matches the previously learned task-effect association). Our results suggest that participants acquired stable action-effect associations independently of the learning mode. The consistency effect (Experiment 1) could be shown, independent of the learning mode, but only on the response-level. The non-reversal advantage (Experiment 2) was only evident in the error rates and only for participants who had practiced in the ideomotor action control mode.
Reference Key
sommer2018frontiersaction-effect Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Angelika Sommer;Angelika Sommer;Sarah Lukas
Journal accounts of chemical research
Year 2018
DOI
10.3389/fpsyg.2017.02233
URL
http://journal.frontiersin.org/article/10.3389/fpsyg.2017.02233/full
Keywords
action-effect learning

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