The Role of Stimulus-Response Association Learning on Item-Specific Proportional Congruency Effect

Abstract

Abstract: The literature on proportion congruency effect mainly focuses on the dynamic change of cognitive control, and one stream of research concentrates on item-specific proportion congruency effect. In the present study, the roles of association learning and attention regulation in proportion congruency effect were investigated by using the proportional bias manipulation of task relevant attributes (color) and task irrelevant attributes (spatial location) respectively. The results showed that under the condition that stimulus-response coding had significant advantages, when the location was used as a signal, the participants could use learned stimulus-response association to reverse conflict effect, as the stimulus-response ratio under different conditions was different so that individuals could learn the high probability of stimulus-response to predict the correct response. Whereas color was used as a signal, proportion congruency effect disappeared, as the stimulus-response ratio under different conditions was the same so that individuals could not learn the high probability of stimulus-response to predict the correct response. These results suggest that stimulus-response association learning plays a major role in proportion congruency effects, being consistent with the expectation of salient coding hypothesis.

Key words: cognitive control, item-specific proportional congruency effect, stimulus-response association, task-relevant dimension, task-irrelevant dimension

摘要： 比例一致效应通常被用来研究认知控制的动态变化，其中项目特异性比例一致效应是其重要分支。当前研究分别以任务的无关属性（空间位置）与相关属性（颜色）进行比例偏置操纵，考察联结学习与注意调节在比例一致效应中的作用。结果发现，在刺激–反应编码具有显著性优势的条件下，当位置作为信号时，被试可以利用刺激–反应联结学习反转比例一致效应；当颜色作为信号时，联结学习不起作用，比例一致效应消失。这些结果表明刺激–反应联结学习在比例一致效应中起到主要作用，符合显著性编码假说的预期。

关键词: 认知控制, 项目比例一致效应, 刺激–反应联结, 任务相关维度, 任务无关维度

CLC Number:

B842

XIA Tiansheng, TAN Ling. The Role of Stimulus-Response Association Learning on Item-Specific Proportional Congruency Effect[J]. Studies of Psychology and Behavior, 2021, 19(3): 326-333.

夏天生, 谭玲. 刺激–反应联结学习在项目特异性比例一致效应中的作用[J]. 心理与行为研究, 2021, 19(3): 326-333.

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