The power of instructions: Proactive configuration of stimulus–response translation.

Abstract

Humans are characterized by an especially highly developed ability to use instructions to prepare toward upcoming events; yet, it is unclear just how powerful instructions can be. Although prior work provides evidence that instructions can be sufficiently powerful to proactively program working memory to execute stimulus-response (S-R) translations, in a reflexlike fashion (intention-based reflexivity [IBR]), the results to date have been equivocal. To overcome this shortcoming, we developed, and tested in 4 studies, a novel paradigm (the NEXT paradigm) that isolates IBR effects even prior to first task execution. In each miniblock, participants received S-R mapping instructions for a new task. Prior to implementing this mapping, responses were required to advance through screens during a preparatory (NEXT) phase. When the NEXT response was incompatible with the instructed S-R mapping, interference (IBR effect) was observed. This NEXT compatibility effect and performance in the implementation (GO) trials barely changed when prior practice of a few trials was provided. Finally, a manipulation that encouraged preparation resulted in relatively durable NEXT compatibility effects (indicating durable preparatory efforts) coupled with improved GO performance (indicating the success of these efforts). Together, these findings establish IBR as a marker of instructed proactive control.

The task novelty paradox: Flexible control of inflexible neural pathways during rapid instructed task learning

“…In particular, although RITL increases overall cognitive flexibility, it may also have the paradoxical side-effect of limiting flexibility in certain contexts. In particular, it has been shown that holding the intention in mind to execute a newly instructed task interferes with related (and incompatible) task performance (Meiran et al, 2015a), which we have described as an example of the classic prepared reflex effect (e.g., Hommel, 2000). We postulate that this interference – which we term the intention-based reflexivity interference effect – reveals a computational trade-off between proactive control and in-the-moment flexibility (which is aided by reactive control).…”

“…Rapid instructed task learning (RITL) is the ability to quickly perform novel instructed procedures, demonstrating successful performance even on the first trial after instruction (Cole, 2009; Cole et al, 2010a, 2013a; Liefooghe et al, 2013b; Meiran et al, 2015a). Our familiarity with this ability might make it seem mundane, yet it is remarkable from several perspectives.…”

Learning and transfer of working memory gating policies

“…In these frameworks, abstract rules generalize prior knowledge and thus constrain the (usually) very large space of stimulus-response-outcome contingencies afforded by a novel task environment (Badre, Kayser, & D’Esposito, 2010). Such rules can both be instructed (Cohen-Kdoshay & Meiran, 2007, 2009; Cole, Bagic, Kass, & Schneider, 2010; Meiran, Pereg, Kessler, Cole, & Braver, 2015; Ruge & Wolfensteller, 2010) or transferred from prior experiences (Cole et al, 2011; Collins & Frank, 2013) to rapidly enable successful behavior in novel environments.…”

Encoding of Novel Verbal Instructions for Prospective Action in the Lateral Prefrontal Cortex: Evidence from Univariate and Multivariate Functional Magnetic Resonance Imaging Analysis

“…Within the study of human cognitive and motor control, appreciable progress has been made in describing the connection between symbolic information integration and complex action learning, opening new lines of research on how verbal instructions influence the neural and cognitive correlates of human behavior (Meiran, Liefooghe, & De Houwer, 2017;Demanet et al, 2016;Meiran, Pereg, Kessler, Cole, & Braver, 2015;Everaert, Theeuwes, Liefooghe, & De Houwer, 2014;Liefooghe, De Houwer, & Wenke, 2013;Liefooghe, Wenke, & De Houwer, 2012;Ruge & Wolfensteller, 2010). In this respect, this study aims to expand upon recent findings on the role of the lateral prefrontal cortex (LPFC) in implementing and memorizing verbal instructions at different levels of information processing and training.…”