Search results for "Stimulus–response model"
showing 4 items of 4 documents
Disentangling effects of auditory distraction and of stimulus-response sequence
2009
When we pay attention to one task, irrelevant changes may interfere. The effect of changes on behavioral and electrophysiological responses has been studied in two separate research fields: Research on Distraction states that a rare irrelevant change takes attention away from the primary task. Research on Sequences states that any change in stimulus or response incurs a cost or benefit depending on the kind of change. To disentangle distraction from sequence effects, we made task-irrelevant changes rare in one condition and frequent in another while also assessing stimulus and response changes from trial to trial. Participants used key presses to classify syllables presented in two differen…
Energy and Personality: A Bridge between Physics and Psychology
2021
[EN] The objective of this paper is to present a mathematical formalism that states a bridge between physics and psychology, concretely between analytical dynamics and personality theory, in order to open new insights in this theory. In this formalism, energy plays a central role. First, the short-term personality dynamics can be measured by the General Factor of Personality (GFP) response to an arbitrary stimulus. This GFP dynamical response is modeled by a stimulus¿response model: an integro-differential equation. The bridge between physics and psychology appears when the stimulus¿response model can be formulated as a linear second order differential equation and, subsequently, reformulat…
Reliable Correlational Cuing While Controlling for Most-Recent-Pairing Effects.
2020
Irrelevant aspects of the environment or irrelevant attributes of task-relevant stimuli can have important and reliable effects on behavior. When the specific values of an irrelevant stimulus attribute are correlated with different responses, a correlational-cuing effect is observed: faster and more accurate responses when the correlation is positive than when it is negative. Previous work has shown that this effect is not due to simple differences in how often the specific stimuli are being presented, and most explanations of the effect have stressed the clear parallels with classical associative learning. Very recently, however, evidence in favor of an alternative model has been presented…
Interference in Dutch–French Bilinguals : Stimulus and Response Conflict in Intra- and Interlingual Stroop
2018
Abstract. In the present manuscript, we investigate the source of congruency effects in a group of Dutch–French bilinguals. In particular, participants performed a color-identification Stroop task, in which both (first language) Dutch and (second language) French distracting color words were presented in colors. The typical finding is impaired responding when the word and color are incongruent (e.g., “red” in blue) relative to congruent (e.g., “red” in red). This congruency effect is observed for both first and second language distracting color words. The current experiment used a 2-to-1 keypress mapping manipulation, which allows one to separate stimulus conflict (i.e., conflict between w…