Procedural learning: II. Intertrial repetition effects in speeded-choice tasks.
Procedural learning: II. Intertrial repetition effects in speeded-choice tasks.
复制标题
程序性学习：II．
DOI：
--
复制
发表时间：
1991
期刊：
影响因子：
--
通讯作者：
G. Baylis
中科院分区：
文献类型：
--
作者：
Harold Pashler;G. Baylis
先前的研究表明，受试者在快速选择任务中的反应受到刺激和反应顺序的影响。一般来说，当同样的刺激被重复时，反应会更快。关于这种效应是否代表感知、反应执行或处理中心阶段的加速，文献中存在分歧。这里报道的前5个实验表明，这种效应是刺激特异性的：一系列不同的刺激引起相同的反应，几乎不会产生重复的好处，除非刺激只是在非常表面的方面不同（例如，在颜色上）。将间隔时间从100毫秒增加到1000毫秒，只会略微减弱这些重复效应。这些结果与重复效应的知觉轨迹一致，但实验6表明，当每次试验的反应映射发生变化时，刺激重复的优势被消除，结果表明重复效应的轨迹处于反应选择阶段。然而，这些效应的刺激特异性表明，即时重复产生或加强了“捷径”反应选择阶段的短暂联系。相比之下，Pashler和Baylis（1991）的结果表明，练习主要是在分类层面加强反应选择，而不是缩短反应选择。该结果的一个含义是，练习效应不是简单地通过重复效应的痕迹积累而产生的。
Previous research has demonstrated that subjects' responses in a speeded-choice task are affected by the sequence of stimuli and responses. Generally, responses are faster when the same stimulus is repeated. There is disagreement in the literature concerning whether or not this effect represents a speedup of perception, response execution, or central stages of processing. The first 5 experiments reported here demonstrate that the effect is quite stimulus specific: A succession of different stimuli that call for the same response produces little repetition benefit, unless the stimuli differ only in very superficial ways (e.g., in color). Increasing the intertrial interval from 100 ms to 1000 ms attenuates these repetition effects only slightly. These results would be consistent with a perceptual locus for the repetition effect, but Experiment 6 shows that if the response mapping changes from trial to trial, the advantage for stimulus repetitions is abolished The results indicate that locus of the repetition effect is at the stage of response selection. However, the stimulus specificity of the effects indicates that immediate repetitions produce or strengthen transient links that "shortcut" the response-selection stage. By contrast, the results of Pashler and Baylis (1991) indicate that practice primarily strengthens response selection at the categorical level rather than shortcutting it One implication of the results is that the practice effect is not created simply by the accumulation of the traces responsible for repetition effects.
人类的学习和记忆。
影响因子：
24.8
作者：
Johnson,MK;Hasher,L
通讯作者：
Hasher,L