Effect of line orientation on various information-processing tasks.

Lasaga, Maria I.; Garner, W. R.

doi:10.1037/0096-1523.9.2.215

Cited by 26 publications

(49 citation statements)

References 13 publications

(20 reference statements)

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“…tion between hard and easy discriminations. In Lasaga and Garner (1983), with discrimination tasks, RlL produced slower RTs than all the others, but no further differences existed.…”

Section: Resultsmentioning

confidence: 98%

Location and color as cuing dimensions in contingent classification

Garner¹

1987

Perception & Psychophysics

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The contingent classification task is one in which stimuli in a classification task are simultaneously cued by the addition of another dimension so that the classification is reduced to a discrimination of only two stimuli. The contingencies are arranged so that the cuing dimension itself provides no response information. Four experiments were carried out in which location and color were the cuing dimensions for contingent stimuli that were either letters or lines. These stimuli were considerably more difficult to perceive than those used in earlier experiments. L0-cation provided effective contingent classification for both letters and lines, but color was ineffective with both types of stimuli. It is suggested that in order for a cuing dimension to provide effective contingent classification, its levels must in effect provide information channels, much as modalities do. Location seems to have a special status in providing such visual channels, whereas color does not. Discriminability of the levels on the cuing dimension cannot be dismissed as a factor in the different effectiveness, since the two locations were more discriminable than were the two colors. Since color was maximally discriminable, however, location still has a special status in that it can provide greater discriminability, even possibly through its ability to act as a channel.Contingent infonnation processing occurs whenever the attributes, features, or dimensions to be processed are determined by (i.e., contingent on) the level of some other stimulus property. Any such task includes both the cuing dimension, which specifies which properties are to be processed, and the contingent dimension, whose properties are so specified. The cuing dimension may be simultaneous with the contingent dimension, as in the present experiments, or it may precede (or precue) the contingent dimension. Garner ( , 1985 has reviewed the rather limited literature on this topic, including contingent stimulus-response relations (e.g., Shaffer, 1965) and contingent identification (e.g., Biederman, 1972). In both of these contingent tasks, the cuing dimension not only specifies something about the perceptual properties to be processed, but also gives direct response information.In most such experiments, when the cuing dimension precedes (i.e., precues) the occurrence of the contingent dimension, the primary purpose is in fact to investigate partial response preparation. This has been the concern of Miller (1982Miller ( , 1983Miller ( , 1985 and Proctor (1984, 1985). The precuing technique has been used for a variety of other purposes as well (see LaBerge, Van Gelder, & Yellott, 1970;Posner, 1978). However, the intentional or coincidental direct cuing of the response in these experiments limits their ability to investigate purely perceptual relations between the cuing and the contingent stimulus dimensions. Contingent ClassificationThe contingent classification task is a form of contingent information processing in which the cuing dimension provides no direct response in...

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“…tion between hard and easy discriminations. In Lasaga and Garner (1983), with discrimination tasks, RlL produced slower RTs than all the others, but no further differences existed.…”

Section: Resultsmentioning

confidence: 98%

Location and color as cuing dimensions in contingent classification

Garner¹

1987

Perception & Psychophysics

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“…In most IAT procedures other than those of Lasaga andGarner (1983) andDe Houwer et al (2005), stimuli are selected in such a way that the stimuli of the different categories do not differ perceptually. Hence, in all likelihood, perceptual similarity does not play a major role in most IAT studies.…”

Section: Iat Effects the What Criterion: What Attributes Cause Variatmentioning

confidence: 99%

Implicit measures: A normative analysis and review.

Houwer¹,

Teige‐Mocigemba

Spruyt³

et al. 2009

Psychological Bulletin

724

657

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Implicit measures can be defined as outcomes of measurement procedures that are caused in an automatic manner by psychological attributes. To establish that a measurement outcome is an implicit measure, one should examine (a) whether the outcome is causally produced by the psychological attribute it was designed to measure, (b) the nature of the processes by which the attribute causes the outcome, and (c) whether these processes operate automatically. This normative analysis provides a heuristic framework for organizing past and future research on implicit measures. The authors illustrate the heuristic function of their framework by using it to review past research on the 2 implicit measures that are currently most popular: effects in implicit association tests and affective priming tasks.Keywords: implicit measures, automaticity, IAT, affective priming Most psychologists would argue that a full understanding of the behavior of an individual requires knowledge not only of the external situation in which the individual is present but also of the internal psychological attributes of the individual. Throughout the history of psychology, researchers have therefore attempted to measure interindividual differences in the psychological attributes of people (e.g., Anastasi, 1958;Eysenck & Eysenck, 1985;Mischel & Shoda, 1995). During the past decade, a major development in this research has been the introduction of so-called implicit measures. These measures were originally put forward mainly within the social psychology literature (e.g., Fazio, Jackson, Dunton, & Williams, 1995;Greenwald, McGhee, & Schwartz, 1998) but have since then spread to various other subdisciplines of psychology, including differential psychology (e.g., Asendorpf, Banse, & Mücke, 2002), clinical psychology (e.g., Gemar, Segal, Sagrati, & Kennedy, 2001, consumer psychology (e.g., Maison, Greenwald, & Bruin, 2004), and health psychology (e.g., Wiers, van Woerden, Smulders, & de Jong, 2002).Despite the widespread use of implicit measures, the actual meaning of the term implicit measure is rarely defined. On the basis of the work of Borsboom (Borsboom, 2006;Borsboom, Mellenbergh, & van Heerden, 2004) and De Houwer (De Houwer, 2006;, we first provide a normative analysis of the concept "implicit measure." The analysis is normative in the sense that it stipulates the properties that an ideal implicit measure should have. As such, the analysis provides a heuristic framework for reviewing and evaluating existing research on implicit measures. By examining the extent to which a particular implicit measure exhibits these normative properties, one can clarify the way in which the measure is an implicit measure and highlight those issues on which further research is required. In the second part of this article, we perform this exercise with regard to the two types of implicit measures that are currently most popular: effects in implicit association tests (IATs;Greenwald et al., 1998) and affective priming tasks (Fazio et al., 1995). Before we present and ap...

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“…In addition, the surrounding frame was tilted in the opposite direction. Oblique orientations are not encoded as strongly as cardinal orientations, which are more predominant in the environment (see, e.g., Lasaga & Garner, 1983;White, Coppola, & Fitzpatrick, 2001). Consequently, the irregular arrays should contain fewer regular relations and fewer horizontal and vertical relations that support efficient memory encoding.…”

Section: Methodsmentioning

confidence: 99%

How high is visual short-term memory capacity for object layout?

Sanocki

Sellers

Mittelstadt

et al. 2010

Attention, Perception, & Psychophysics

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Previous research measuring visual short-term memory (VSTM) suggests that the capacity for representing the layout of objects is fairly high. In four experiments, we further explored the capacity of VSTM for layout of objects, using the change detection method. In Experiment 1, participants retained most of the elements in displays of 4 to 8 elements. In Experiments 2 and 3, with up to 20 elements, participants retained many of them, reaching a capacity of 13.4 stimulus elements. In Experiment 4, participants retained much of a complex naturalistic scene. In most cases, increasing display size caused only modest reductions in performance, consistent with the idea of configural, variable-resolution grouping. The results indicate that participants can retain a substantial amount of scene layout information (objects and locations) in short-term memory. We propose that this is a case of remote visual understanding, where observers' ability to integrate information from a scene is paramount.

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Effect of line orientation on various information-processing tasks.

Cited by 26 publications

References 13 publications

Location and color as cuing dimensions in contingent classification

Location and color as cuing dimensions in contingent classification

Implicit measures: A normative analysis and review.

How high is visual short-term memory capacity for object layout?

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