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Direct linkFreedberg, Michael; Wagschal, Tana T.; Hazeltine, Eliot – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
For skill learning processes to be effective, they must encode associations that are inherent to the current task and avoid those that are spurious or particular to training conditions so that learning can transfer to novel situations. Some everyday contexts even require grouped responding to simultaneously presented stimuli. Here we test whether…
Descriptors: Incidental Learning, Stimuli, Responses, Comparative Analysis
Halvorson, Kimberly M.; Ebner, Herschel; Hazeltine, Eliot – Journal of Experimental Psychology: Human Perception and Performance, 2013
Why are dual-task costs reduced with ideomotor (IM) compatible tasks (Greenwald & Shulman, 1973; Lien, Proctor & Allen, 2002)? In the present experiments, we first examine three different measures of single-task performance (pure single-task blocks, mixed blocks, and long stimulus onset asynchrony [SOA] trials in dual-task blocks) and two…
Descriptors: Psychomotor Skills, Stimuli, Reaction Time, Cognitive Processes
