Effects of instructions as predeterminers of the OR were studied during habituation of the GSR to innocuous words. Different groups of college students were instructed to overtly respond to a particular word, covertly free-associate or count to that word, or simply listen. Significantly greater responsivitiy to the signal word was displayed by the three experimental groups than by the control group. Magnitude of responsivity to the unrelated filler words did not differ among the four groups. Instructions had similar effects on responsivity to all words in a habituation phase prior to the occurrence of the signal word. Experimental groups receiving task instructions, however, did not differ significantly from the control group in the magnitude of their GSR·OR to the first word in the habituation series.The present experiment was stimulated by the studies of the OR reported by Luria and Vinogradova (1959). They reported that, with normal children as participants, attaching signal value to a word by instructing the children to perform a motor response upon its appearance retarded habituation of the digital vasomotor index of the OR to that word. Significance imparted to the word in such a manner also resulted in semantic generalization to related words in the absence of the motor response.The purpose of the present experiment was to extend the original Luria and Vinogradova studies by determining whether implicit activity in relation to a particular word would also enhance measures of the OR to that word. Four groups of college students were employed for this purpose. One group was instructed to free-associate to themselves whenever they heard a particular word. A second group was instructed to count to themselves the number of times a particular word occurred. A third group, corresponding to the Luria and Vinogradova procedure, was instructed to press a foot pedal upon the presentation of a particular word. A control group was also employed which was instructed to sit quietly and listen to a series of words that would be presented to them.
METHOD
SubjectsThere were 140 University of California. Los Angeles students who part icipated in the experiment for part ial fulfillment of a course requirement. Approximately an equal number of men and women served in each of the four groups.
ProcedureStudents in the associate group (n = 36) were asked to implicitly associate to the word "light" each time that they heard it. Students in the pedal-press group (n = 34) were instructed to press a foot pedal every time they heard "light." Students in the count group (n = 36) were asked to implicitly count the number of times that they heard " light," and the control group (n = 34) was asked to simply listen to the words.Twenty different neutral words constituting a hab ituat ion series was initially presented . A training session followed consisting of 14 presentations of " light" interspersed among 24 neutral filler words which were repeated in three different random order s. From two to seven filler words intervened between suc...