Strategies of flanker coprocessing in single and dual tasks.

In this study, the authors used a dual-task flanker paradigm to investigate the degree to which flankers are coprocessed with the target as a function of whether flankers have to be used as stimuli for a second task. A series of experiments, in which performance in dual tasks was compared with that in single tasks, revealed that participants had a strong tendency to coprocess flankers to a large degree in dual tasks, even if this impaired performance. Coprocessing of flankers was reduced only when totally irrelevant flankers were presented at the beginning of a trial or single tasks were performed on the great majority of trials within a block. The results suggest that it was demanding to process targets and flankers serially when both had to be used for a dual task. As a consequence, target and flankers were processed in parallel, even if this was nonoptimal for target selection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Process interference and code overlap in dual-task performance.

Perceptual encoding processes have recently been shown to interfere with response selection in dual tasks (P. Jolicoeur & R. Dell'Acqua, 1998). Spatial cross-task compatibility (CTC) was varied to additionally manipulate code overlap across tasks. A new response-cuing paradigm was devised, in which a stimulus movement was used for later report in a perceptual task and a finger movement was used as response in a logically independent reaction task. Three experiments were conducted showing dual-task process interference, but shorter reaction times with CTC than without were also observed. This CTC priming effect was largest with high temporal overlap between the perception and reaction stimuli. The CTC effect was interpreted as resulting from overlap of code activation across tasks, whereas process interference seems to occur to prevent temporal overlap on the level of perceptual encoding and response retrieval processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dissociations between expectancy and performance in simple and two-choice reaction-time tasks: A test of associative and nonassociative explanations.

Perruchet, Cleeremans, and Destrebecqz (2006) reported a striking dissociation between trends in the conscious expectancy of an event and the speed of a response that is cued by that event. They argued that this indicates the operation of independent processes in human associative learning. However, there remains a strong possibility that this dissociation is not a consequence of associative learning and is instead caused by changes in vigilance or sensitivity based on the recency of events on previous trials. Three experiments tested this possibility with versions of a cued reaction time task in which trends in performance could not be explained by these nonassociative factors. Experiment 1 introduced a dual-response version of the task, in which response-related vigilance should be held relatively constant, and Experiments 2 and 3 used a differential conditioning procedure to separate the influence of recent response cue presentation from the recent associative history of the trial events. In all experiments, similar trends in reaction time were evident, suggesting a genuine influence of associative learning on response performance. Experiment 3 demonstrated that the associative contribution to these trends was not caused by commensurate changes in expectancy of the response cue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commonalities and differences in the working memory components underlying letter and category fluency tasks: A dual-task investigation.

This study used a dual-task interference paradigm to test the hypothesis that different subcomponents of working memory differentially contribute to performance on letter fluency and category fluency tasks. College students (N = 96) performed each type of verbal fluency task in isolation and concurrently with I of 3 secondary tasks. The secondary tasks were chosen for their putative involvement in different working memory subcomponents. Two subsystems of working memory, the phonological loop and the visuospatial sketchpad, were identified as important contributors to fluency performance, especially to performance on letter fluency and category fluency tasks, respectively. Moreover, the results also suggest that the executive function, mental set shifting, may be deployed to perform both letter fluency and category fluency tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confirming and Disconfirming Theories About Ideomotor Compatibility in Dual-Task Performance: A Reply to Greenwald (2005).

Because small dual-task costs with ideomotor-compatible tasks do not necessarily indicate the absence of a bottleneck, M.-C. Lien, R. S. McCann, E. Ruthruff, and R. W. Proctor (see record 2005-01366-010) considered additional sources of evidence regarding bottleneck bypass. This evidence argued against complete bottleneck bypass and, instead, supported an engage-bottleneck-later model in which early bottleneck substages are bypassed but late substages are not. A. G. Greenwald (see record 2005-01366-017), however, contended that M.-C. Lien et al. did not use the procedures needed to produce complete bottleneck bypass and that a complete bottleneck bypass hypothesis, combined with additional assumptions, could explain their data. The authors contend that this disagreement stems from Greenwald's focus on confirming predictions of complete bottleneck bypass (small dual-task costs) without disconfirming predictions of bottleneck presence. In particular, Greenwald neglects to consider the possibility that a latent bottleneck limitation could also produce small dual-task costs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tonic and phasic activation and arousal effects as a function of feedback in repetitive-choice reaction time tasks.

This study examines the effects of positive and negative feedback on performance during choice reaction time tasks to assess whether they differentially affect phasic arousal and tonic activation. Participants (N=96) received either no feedback or signals of reward, punishment, or both during a semantic and a visuospatial repetitive-choice reaction time task. The number of errors made was analyzed both on a trial-by-trial basis and over a continuous series of 80 trials (assessing phasic and tonic feedback effects, respectively). The results show that punishment and reward have different phasic and tonic effects on performance. The data further show that feedback effects interact with the task characteristics: semantic versus visuospatial, and reaction stimulus preceded by a warning signal versus an irrelevant signal. The interaction effects appear to be consistent with the proposed neurological model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Display rules versus display autonomy: Emotion regulation, emotional exhaustion, and task performance in a call center simulation.

"Service with a smile" is satisfying for the customer, but such display rules may be costly to the employee and the organization. Most previous research on such costs has used self-reported and cross-sectional designs. The authors use an experimental approach to test tenets of resource depletion theories; specifically, whether the self-regulation of emotions required by display rules depletes energy and attentional resources during a service encounter. Using a call center simulation with three "customer" interactions, the authors found that participants given positive display rules (e.g., be enthusiastic and hide frustration) reported more postsimulation exhaustion and made more errors on the order form compared to those with display autonomy. Customer hostility during one of the calls also increased exhaustion overall and the number of errors during that specific call, though proposed interactions with display rules were not supported. Surface-level emotion regulation, but not deep-level, was the mechanism for the energy depletion effect of display rules, while display rules had a direct effect on performance decrements. Theoretical and practical implications for display rules as part of job requirements are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhanced mood and psychomotor performance by a caffeine-containing energy capsule in fatigued individuals.

Caffeine produces mild psychostimulant effects that may be particularly evident in individuals whose mood or performance is impaired by sleep restriction or caffeine withdrawal. Caffeinated energy drinks have been shown to improve energy and cognition but expectancy effects cannot be ruled out in these studies. Very few studies have examined the effects of caffeine-containing energy capsules upon behavioral and subjective measures. This study compared the effects of a caffeine-containing (200 mg) supplement (CAF) or placebo in capsule form after prolonged wakefulness, in participants who varied in their level of habitual caffeine use. Thirty-five healthy volunteers (16 male, 19 female) participated in two experimental sessions in which they remained awake between 5 p.m. and 5 a.m. At 3:30 a.m. they consumed CAF or placebo in random order under double-blind conditions. Participants completed subjective effects questionnaires and performed computerized attention tasks before and after consuming capsules. Heart rate and blood pressure were monitored at regular intervals. Compared to measures at 5 p.m., participants reported more tiredness and mood disturbance at 3 a.m., and exhibited longer reaction times and more attentional lapses. Heavier caffeine consumers exhibited the greatest decreases in Profile of Mood States (POMS) Vigor. CAF produced stimulant-like effects and significantly improved mood and reaction times upon the tasks. These effects did not vary with level of habitual caffeine consumption. These findings indicate that consumption of a caffeine-containing food supplement improves subjective state and cognitive performance in fatigued individuals that is likely a result of its caffeine content. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of the censure-deficit model and its relation to premorbidity in the performance of schizophrenics.

This investigation incorporated controls suggested by the Rodnick-Garmezy model of schizophrenic behavior with the task most frequently employed in disconfirmatory studies, in order to assess the tenability of the latter. A number of hypotheses derived from Rodnick and Garmezy, concerned with premorbid history of patients (Goods and Poors) and normals, reinforcement conditions (reward, punishment, and nonevaluation) and sex of E (parental surrogates), were tested in a 3×3×2 design with reaction time (RT) as the dependent variable. None of the hypotheses was supported. Instead, punishment led to fastest performance for all groups, and all Ss tended to perform faster for male than for female Es. This research is consistent with the results of the disconfirmatory studies rather than those of Rodnick-Garmezy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A theory of emotionally based drive (D) and its relation to performance in simple learning situations.

In a series of experiments at the University of Iowa concerning the role of aversive motivational factors in learning situations, degree of motivation was estimated in terms of "performance on a so-called scale of emotional responsiveness or manifest anxiety." These experiments have aroused considerable and also "not infrequent critical reactions." In part these criticisms "reflect a serious lack of understanding of the structure and purpose of the basic theoretical framework underlying the experiments… . One of the purposes of this paper is to provide a more systematic presentation of our basic theory." A diagram representing a portion of the theoretical schema relevant to data for classical conditioning and specifying classes of independent variables, intervening variables, and dependent variables is provided. "The theory takes its start from Hull's basic assumption that the excitatory potential, E, determining the strength of a response is a multiplicative function of a learning factor, H, and a generalized drive factor, D, i.e., E = H X D." On the basis of analogy with overt reflexes a number of properties that could be assigned to the hypothetical response mechanism proposed are indicated. Experimental evidence relating to the theory is presented and discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)