The literature on interference in the Stroop Color-Word Task, covering over 50 years and some 400 studies, is organized and reviewed. In so doing, a set of 18 reliable empirical finding is isolated that must be captured by any successful theory of the Stroop effect. Existing theoretical positions are summarized and evaluated in view of this critical evidence and the 2 major candidate theories ―relative speed of processing and automaticity of reading― are found to be wanting. It is concluded that recent theories placing the explanatory weight on parallel processing of the irrelevant and the relevant dimensions are likely to be more sucessful than are earlier theories attempting to locate a single bottleneck in attention

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Half a century of research on the Stroop effect: an integrative review.

The early and late selection debate may be resolved if perceptual load of relevant information determines the selective processing of irrelevant information. This hypothesis was tested in 3 studies; all used a variation of the response competition paradigm to measure irrelevant processing when load in the relevant processing was varied. Perceptual load was manipulated by relevant display set size or by different processing requirements for identical displays. These included the requirement to process conjunctions versus isolated features and the requirement to perform simple detection of a character's presence versus difficult identification of its size and position. Distractors' interference was found only under low-load conditions. Because the distractor was usually clearly distinct from the target, it is concluded that physical separation is not a sufficient condition for selective perception; overloading perception is also required. This allows a compromise between early and late selection views and resolves apparent discrepancies in previous work.

Perceptual load as a necessary condition for selective attention.

The classic problem of stimulus-response (S-R) compatibility (SRC) is addressed. A cognitive model is proposed that views the stimulus and response sets in S-R ensembles as categories with dimensions that may or may not overlap. If they do overlap, the task may be compatible or incompatible, depending on the assigned S-R mapping. If they do not overlap, the task is noncompatible regardless of the assigned mapping. The overlapping dimensions may be relevant or not. The model provides a systematic account of SRC effects, a taxonomy of simple performance tasks that were hitherto thought to be unrelated, and suggestive parallels between these tasks and the experimental paradigms that have traditionally been used to study attentional, controlled, and automatic processes. In this article, we address the classic problem of stimulusresponse (S-R) compatibility (SRC). A model is proposed that attempts to provide a systematic account of performance in highly compatible, incompatible, and noncompatible tasks. At the core of our model is the idea that when a particular S-R ensemble produces either high or low compatibility effects, it is because the stimulus and response sets in the ensemble have properties in common, and elements in the stimulus set automatically activate corresponding elements in the response set. Noncompatible tasks are those in which the stimulus and response sets have nothing in common. If the activated response is the required one, it will be executed rapidly and correctly; if it is not, then it will be relatively slow and error prone. Whether a particular S-R ensemble will produce compatibility effects is often quite easy to determine because of the relationship between the stimulus and response sets. In the part of the model that treats the representational aspects of the problem, we postulate that this relationship is based on the commonality, simi

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Dimensional overlap: cognitive basis for stimulus-response compatibility--a model and taxonomy.

"Dimensional overlap: Cognitive basis for stimulus-response compatibility--A model and taxonomy": Correction to Kornblum et al

It is generally accepted that augmented feedback, provided by a human expert or a technical display, effectively enhances motor learning. However, discussion of the way to most effectively provide augmented feedback has been controversial. Related studies have focused primarily on simple or artificial tasks enhanced by visual feedback. Recently, technical advances have made it possible also to investigate more complex, realistic motor tasks and to implement not only visual, but also auditory, haptic, or multimodal augmented feedback. The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories. The review addresses the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities and the challenges that need to be overcome to provide appropriate feedback in these modalities, either in isolation or in combination. Accordingly, the design criteria for successful visual, auditory, haptic, and multimodal feedback are elaborated.

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Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

The purpose of this paper is to provide an overview of sonification research, including the current status of the field and a proposed research agenda. This paper was prepared by an interdisciplinary group of researchers gathered at the request of the National Science Foundation in the fall of 1997 in association with the International Conference on Auditory Display (ICAD).

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Sonific ation Report: Status of the Field and Research Agenda

We compared the influences of explicit instruction and uninstructed implicit learning of correlations among visual events, in a fine-motor task. The task required visual tracking of a small “ball” of light and “catching” it by means of joystick manipulation. A general pattern of improvement with practice for instructed and “noninstructed” conditions was found. Additionally, both instructed and noninstructed conditions evidenced use of the predictive relationships among stimulus events. The improvement in overall performance caused by explicit verbal instructions was less than the improvement seen with the implicit learning condition. Further, instructed and noninstructed conditions showed different patterns of joystick activity. These findings suggest a qualitatively different approach to visual information processing and task performance for the instructional conditions.

Implicit versus explicit learning processes in a probabilistic, continuous fine-motor catching task

The equivalence of visual and auditory scatterplots was examined in two experiments. Experiment 1 examined the relationship between actual Pearson's r and visual and auditory judgments of direction and magnitude of correlation for 24 bivariate data samples. Experiment 2 directly evaluated visual and auditory perceptual sensitivity to outliers by examining changes in perceived magnitude and direction of correlation estimates for scatterplots from Experiment 1 that were altered by the addition of outlier points. Results suggest that the information conveyed by visual and auditory scatterplots is used very similarly by the two modalities. Both visual and auditory scatterplots are quite efficient in conveying sign and magnitude of correlation, and the effect of outliers on judged magnitude of correlation is similar for the two types of data display.

Cross-Modal Equivalence of Visual and Auditory Scatterplots for Exploring Bivariate Data Samples:

While developments in sound production hardware now make the creation of auditory graphs possible for casual users of personal computers, some of the same pitfalls to effective auditory display development that arose in the early 1990’s continue to impede effective applications of this promising technology. Most of these pitfalls stem from lack of adequate understanding about key properties of auditory perception and attention and from inappropriate generalizations of existing data visualization practices. At the same time, however, we now know about some strategies that appear to work and offer promise for making sonification a useful and accepted tool for data exploration and decision making. The present paper summarizes several selected examples in each of these categories, along some suggestions for future research directions.

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Thirteen years of reflection on auditory graphing: promises, pitfalls, and potential new directions

Flanking characters that surround a target character may cause either facilitation of or interference with target classification, depending on experimental context. In three different experiments, the patterns of facilitative priming and interference were shown to change systematically as a function of onset asynchrony between flankers and target, illustrating differing time courses of the overlapping processes that each contributes to overall reaction time performance.

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John H. Flowers

Papers

Sonific ation Report: Status of the Field and Research Agenda

Implicit versus explicit learning processes in a probabilistic, continuous fine-motor catching task

Cross-Modal Equivalence of Visual and Auditory Scatterplots for Exploring Bivariate Data Samples:

Thirteen years of reflection on auditory graphing: promises, pitfalls, and potential new directions

The effect of flanking context on visual classification: the joint contribution of interactions at different processing levels.