Implicit task sets in task switching?

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 32, Issue 6, 2006, Pages 1221-1233

  Dreisbach, Gesine ^a   Goschke, Thomas ^a   Haider, Hilde ^b  

^a DRESDEN UNIVERSITY OF TECHNOLOGY   (Germany)

^b UNIVERSITY OF COLOGNE   (Germany)

Author keywords

Hidden covariation learning; Stimulus response mapping; Task rule knowledge; Task switching; Transfer costs

Indexed keywords

ADOLESCENT; ADULT; ATTENTION; COLOR VISION; DISCRIMINATION LEARNING; FEMALE; HEMISPHERIC DOMINANCE; HUMAN; LEARNING; MALE; PATTERN RECOGNITION; PROBLEM SOLVING; REACTION TIME; READING; REINFORCEMENT; REVIEW; SEMANTICS;

ADOLESCENT; ADULT; ASSOCIATION LEARNING; ATTENTION; COLOR PERCEPTION; DISCRIMINATION LEARNING; FEMALE; FUNCTIONAL LATERALITY; HUMANS; KNOWLEDGE OF RESULTS (PSYCHOLOGY); MALE; PATTERN RECOGNITION, VISUAL; PROBLEM SOLVING; REACTION TIME; READING; SEMANTICS; SET (PSYCHOLOGY); TRANSFER (PSYCHOLOGY);

EID: 33750735750     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.32.6.1221     Document Type: Review

References (44)

1. Allport, A., & Wylie, G. (2000). Task switching: Positive and negative priming of task-set. In G. W. Humphreys, J. Duncan, & A. M. Treisman (Eds.), Attention, space and action: Studies in cognitive neuroscience. Oxford, England: Oxford University Press.
2. Allport, D. A., Styles, E. A., & Hsieh, S. (1994). Shifting intentional set: Exploring the dynamic control of tasks. In C. Umilta & M. Moscovitch (Eds.), Attention and Performance XV (pp. 421-452). Cambridge, MA: MIT Press.
3. Altmann, E. M. (2004a). Advance preparation in task switching: What work is being done? Psychological Science, 15, 616-622.
4. Altmann, E. M. (2004b). The preparation effect in task switching: Carryover of SOA. Memory & Cognition, 32, 153-163.
5. Boyer, M., Destrebecqz, A., & Cleeremans, A. (2005). Processing abstract sequence structure: Learning without knowing, or knowing without learning? Psychological Research, 69, 383-398.
6. Campbell, K. C., & Proctor, R. W. (1993). Repetition effects with categorizable stimulus and response sets. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1345-1362.
7. Dreisbach, G., Goschke, T., & Haider, H. (2006). The role of task rules and stimulus-response mappings in the task switching paradigm. Psychological Research. DOI 10.1007/500426-005-0041-3.
8. Dreisbach, G., & Haider, H. (2006). Preparatory adjustment of cognitive control in the task switching paradigm. Psychonomic Bulletin & Review, 13, 334-338.
9. Dreisbach, G., Haider, H., & Kluwe, R. H. (2002). Preparatory processes in the task switching paradigm: Evidence from the use of probability cues. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 468-483.
10. Gopher, D., Armony, L., & Greenshpan, Y. (2000). Switching tasks and attention policies. Journal of Experimental Psychology: General, 129, 308-339.
11. Goschke, T. (2000). Intentional reconfiguration and involuntary persistence in task set switching. In S. Monsell & J. Driver (Eds.), Control of cognitive processes: Attention and performance XVIII (pp. 331-355). Cambridge. MA: MIT Press.
12. Hendrickx, H., De Houwer, J., Baeyens, F., Eelen, P., & Van Avermaet, E. (1997). Hidden covariation detection might be very hidden indeed. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 201-220.
13. Hommel, B. (2004). Event files: Feature binding in and across perception and action. Trends in Cognitive Sciences, 8, 494-500.
14. Hommel, B. (2005). How much attention does an event file need? Journal of Experimental Psychology: Human Perception and Performance, 31, 1067-1108.
15. Jiménez, L., & Mendez, C. (1999). Which attention is needed for implicit sequence learning? Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 236-259.
16. Jiménez, L., Mendez, C., & Cleeremans, A. (1996). Comparing direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 948-969.
17. Kleinsorge, T. (1999). Response repetition benefits and costs. Acta Psychologica, 103, 295-310.
18. Kleinsorge, T., & Heuer, H. (2000). Hierarchical switching in a multi-dimensional task space. Psychological Research, 62, 300-312.
19. Koch, I. (2001). Automatic and intentional activation of task sets. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1474-1486.
20. Koch, I. (2005). Sequential task predictability in task switching. Psychonomic Bulletin & Review, 12, 530-534.
21. Lewicki, P. (1986). Processing information about covariations that cannot be articulated. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 135-146.
22. Lewicki, P., Hill, T., & Czyzewska, M. (1994). Nonconscious indirect inferences in encoding. Journal of Experimental Psychology: General, 123, 257-263.
23. Lewicki, P., Hill, T., & Czyzewska, M. (1997). Hidden covariation detection: A fundamental and ubiquitous phenomenon. Journal of Experimental Psychology: Leariung, Memory, and Cognition, 23, 221-228.
24. Loftus, G. R., & Masson, M. E. J. (1994). Using confidence intervals in within-subjects designs. Psychonomic Bulletin & Review, 1, 476-490.
25. Logan, G. D., & Bundesen, C. (2003). Clever homunculus: Is there an endogenous act of control in the explicit task-cuing procedure? Journal of Experimental Psychology: Human Perception and Performance, 29, 575-599.
26. Logan, G. D., & Gordon, R. D. (2001). Executive control of visual attention in dual-task situations. Psychological Review, 108, 393-434.
27. Marczinski, C. A., Milliken, B., & Nelson, S. (2003). Aging and repetition effects: Separate specific and nonspecific influences. Psychology and Aging, 18, 780-790.
28. Mayr, U., & Bryck, R. L. (2005). Sticky rules: Integration between abstract rules and specific actions. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 337-350.
29. Mayr, U., & Kliegl, R. (2003). Differential effects of cue changes and task changes on task-set selection costs. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 362-372.
30. Meiran, N. (1996). Reconfiguration of processing mode prior to task performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1423-1442.
31. Meiran, N. (2000). Reconfiguration of stimulus task sets and response task sets during task switching. In S. Monsell & J. Driver (Eds.), Attention and performance XVIII (pp. 331-355). Cambridge, MA: MIT Press.
32. Monsell, S., Yeung, N., & Azuma, R. (2000). Reconfiguration of task-sets: Is it easier to switch to the weaker task? Psychological Research, 63, 250-264.
33. Notebaert, W., & Soetens, E. (2003). The influence of irrelevant stimulus changes on stimulus and response repetition effects. Acta Psychologica, 112, 143-156.
34. Pashler, H., & Baylis, G. (1991). Procedural Learning: 1. Locus of practice effects in speeded choice tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 20-32.
35. Rogers, R. D., & Monsell, S. (1995). The cost of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General, 124, 207-231.
36. Rubinstein, J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and. Performance, 27, 763-797.
37. Ruthruff, E., Remington, R. W., & Johnston, J. C. (2001). Switching between simple cognitive tasks: The interaction of top-down and bottom-up factors. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1404-1419.
38. Schneider, D. W., & Logan, G. D. (2005). Modeling task switching without switching tasks: A short-term priming account of explicitly cued performance. Journal of Experimental Psychology: General, 134, 343-367.
39. Sohn, M. H., & Anderson, J. R. (2001). Task preparation and task repetition: Two-component model of task switching. Journal of Experimental Psychology: General, 130, 764-778.
40. Sohn, M. H., & Carlson, R. A. (2000). Effects of repetition and foreknowl edge in task-set reconfiguration. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1445-1460.
41. Stadler, M. A. (1992). Statistical structure and implicit serial learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 318-327.
42. Waszak, F., Hommel, B., & Allport, A. (2003). Task-switching and longterm priming: Role of episodic stimulus-task bindings in task-shift costs. Cognitive Psychology, 46, 361-413.
43. Waszak, F., Hommel, B., & Allport, A. (2004). Semantic generalization of stimulus-task bindings. Psychonomic Bulletin & Review, 11, 1027-1033.
44. Wylie, G., & Allport, A. (2000). Task switching and the measurement of "switch costs." Psychological Research, 63, 212-233.