Should I stop or should I go? The role of associations and expectancies

Journal of Experimental Psychology. Human Perception and Performance
Maisy BestFrederick Verbruggen

Abstract

Following exposure to consistent stimulus-stop mappings, response inhibition can become automatized with practice. What is learned is less clear, even though this has important theoretical and practical implications. A recent analysis indicates that stimuli can become associated with a stop signal or with a stop goal. Furthermore, expectancy may play an important role. Previous studies that have used stop or no-go signals to manipulate stimulus-stop learning cannot distinguish between stimulus-signal and stimulus-goal associations, and expectancy has not been measured properly. In the present study, participants performed a task that combined features of the go/no-go task and the stop-signal task in which the stop-signal rule changed at the beginning of each block. The go and stop signals were superimposed over 40 task-irrelevant images. Our results show that participants can learn direct associations between images and the stop goal without mediation via the stop signal. Exposure to the image-stop associations influenced task performance during training, and expectancies measured following task completion or measured within the task. But, despite this, we found an effect of stimulus-stop learning on test performance only when ...Continue Reading

Citations

Sep 25, 2015·Learning & Behavior·William A BowditchIan P L McLaren
Mar 21, 2019·Journal of Behavioral Medicine·Evan M FormanKatrijn Houben
Sep 17, 2016·Learning & Memory·Heidi C Meyer, David J Bucci
Aug 5, 2020·Brain Imaging and Behavior·Gioele GavazziMaria Pia Viggiano

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