Showing papers by "Robert Gaschler published in 2007"
TL;DR: The present data show that the instructed S–R mappings influence performance on the embedded B-task, even when they have never been practiced, and are irrelevant with respect to the B- task.
Abstract: In order to test whether or not instructions specifying the stimulus–response (S–R) mappings for a new task suffice to create bindings between specified stimulus and response features, we developed a dual task paradigm of the ABBA type in which participants saw new S–R instructions for the A-task in the beginning of each trial. Immediately after the A-task instructions, participants had to perform a logically independent B-task. The imperative stimulus for the A-task was presented after the B-task had been executed. The present data show that the instructed S–R mappings influence performance on the embedded B-task, even when they (1) have never been practiced, and (2) are irrelevant with respect to the B-task. These results imply that instructions can induce bindings between S- and R-features without prior execution of the task at hand.
78 citations
TL;DR: An important aspect of cognitive skill acquisition is the ability, developed through task practice, to ignore task‐irrelevant information (i.e., information reduction), and this work tested empirically if information reduction is an item‐specific or an item-general process by manipulating the frequency with frequency.
Abstract: An important aspect of cognitive skill acquisition is the ability, developed through task practice, to ignore task‐irrelevant information (i.e., information reduction, Haider & Frensch, 1996). By this account, practice not only affects how information is processed, but also what information is processed. Performance increases because, with practice, cognitive resources are used more and more efficiently as irrelevant aspects of the task are discarded from processing. Human–machine interaction, educational and sports psychology are just some contexts where behaviour consistent with the notion of information reduction has been reported. Information reduction applies in situations in which tasks contain both relevant and irrelevant information, and denotes a change from a processing‐all‐elements‐of‐a‐task strategy to a processing‐relevant‐elements‐only strategy. In two experiments, we tested empirically if information reduction is an item‐specific or an item‐general process by manipulating the frequency with...
22 citations