Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/43587
Title: Knowing What to Respond in the Future Does Not Cancel the Influence of Past Events
Author: Tubau Sala, Elisabet
López i Moliner, Joan
Keywords: Sistemes de pregunta i resposta
Disseny d'experiments
Anàlisi cost-benefici
Cognitivisme
Question-answering systems
Experimental design
Cost effectiveness
Cognitivism
Issue Date: 2009
Publisher: Public Library of Science (PLoS)
Abstract: Everyday tasks seldom involve isolate actions but sequences of them. We can see whether previous actions influence the current one by exploring the response time to controlled sequences of stimuli. Specifically, depending on the response-stimulus temporal interval (RSI), different mechanisms have been proposed to explain sequential effects in two-choice serial response tasks. Whereas an automatic facilitation mechanism is thought to produce a benefit for response repetitions at short RSIs, subjective expectancies are considered to replace the automatic facilitation at longer RSIs, producing a cost-benefit pattern: repetitions are faster after other repetitions but they are slower after alternations. However, there is not direct evidence showing the impact of subjective expectancies on sequential effects. By using a fixed sequence, the results of the reported experiment showed that the repetition effect was enhanced in participants who acquired complete knowledge of the order. Nevertheless, a similar cost-benefit pattern was observed in all participants and in all learning blocks. Therefore, results of the experiment suggest that sequential effects, including the cost-benefit pattern, are the consequence of automatic mechanisms which operate independently of (and simultaneously with) explicit knowledge of the sequence or other subjective expectancies.
Note: Reproducció del document publicat a: http://dx.doi.org/10.1371/journal.pone.0005607
It is part of: PLoS One, 2009, vol. 4, num. 5, p. 2-6
Related resource: http://dx.doi.org/10.1371/journal.pone.0005607
URI: http://hdl.handle.net/2445/43587
ISSN: 1932-6203
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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