The impact of the verbal instruction and task characteristics on effect-based action control

The impact of the verbal instruction and task characteristics on effect-based action control
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言语指令和任务特征对基于效果的行动控制的影响

DOI:
10.1007/s10339-020-00960-0
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发表时间:
2020
影响因子:
1.7
通讯作者:
Scherbaum
Scherbaum
中科院分区:
心理学4区
文献类型:
--
作者:
Rudolf;Scherbaum

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根据表意运动理论,当人们进行动作并观察其后续效果时,他们获得了双向的动作-效果联想。如果以后他们想要产生效果,它的预期就会被激活,并允许执行相应的动作。在表意运动诱导任务中,几个任务特征决定了参与者是否使用实验诱导的动作-效果关联来预激活相应的动作。在这里,我们评估了言语指令、效应刺激的任务相关性和反应后效应的呈现对动作-效应联系表达的影响。结果表明,强调刺激-效应对应的指令比强调刺激-反应对应的指令更能促使参与者更多地利用呈现的效应。此外,只有当效应与任务相关以及在测试阶段呈现后反应效应时,诱导的动作-效应关联才被表达出来。这些发现表明了特定的任务结构对于表达实验操纵的动作效应知识的重要性。
According to ideomotor theory, when people perform a movement and observe its subsequent effect, they acquire a bidirectional action-effect association. If at a later point they want to produce the effect, its anticipation activates and allows executing the corresponding action. In ideomotor induction tasks, several task characteristics determine whether participants use the experimentally induced action-effect associations to pre-activate the corresponding actions. Here, we assess the impact of the verbal instruction, the task relevance of the effect stimuli and the presentation of post-response effects on the expression of action-effect associations. The results show that an instruction stressing the stimulus–effect correspondence prompts participants to utilize the presented effects more than an instruction stressing the stimulus-response correspondence. Furthermore, the induced action-effect associations were only expressed when the effects were relevant for the task and when post-response effects were presented in the test phase. These findings show the importance of the particular task construction for the expression of the experimentally manipulated action-effect knowledge.
短文:意念运动学习中的意图和注意力
DOI: --
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DOI: --
发表时间: 2015
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