Articulatory suppression during instruction encoding impedes performance in choice reaction time tasks.
dc.contributor.author | van 't Wout, F | |
dc.contributor.author | Jarrold, C | |
dc.date.accessioned | 2022-07-15T11:59:02Z | |
dc.date.issued | 2022-05-06 | |
dc.date.updated | 2022-07-15T11:02:57Z | |
dc.description.abstract | Theories of instruction following assume that language contributes to our ability to understand and implement instructions. The two experiments reported here investigated that assumption. Participants (total N = 96) were required to learn a series of novel tasks, with each task consisting of six arbitrary stimulus-response rules. All tasks were preceded by an instruction phase (a visual depiction of the correct stimulus-response rules for each task), during which participants performed a verbal distractor task (articulatory suppression), a non-verbal distractor task (foot tapping) or no distractor task. Additionally, the duration of the instruction phase was varied so that it was either long (60 s) or short (30 s in Experiment 1, or 10 s in Experiment 2). In both experiments participants made more errors when they had performed articulatory suppression during the instruction interval, compared to the foot tapping and no distractor task conditions. Furthermore, Experiment 2 found that this detrimental effect of articulatory suppression was especially pronounced with a very short instruction duration. These findings demonstrate that language plays a crucial role in the encoding of novel task instructions, especially when instructions are encoded under time pressure. | en_GB |
dc.format.extent | 1-9 | |
dc.format.medium | Print-Electronic | |
dc.identifier.citation | Published online 6 May 2022 | en_GB |
dc.identifier.doi | https://doi.org/10.3758/s13423-022-02100-5 | |
dc.identifier.uri | http://hdl.handle.net/10871/130269 | |
dc.language.iso | en | en_GB |
dc.publisher | Springer / Psychonomic Society | en_GB |
dc.relation.url | https://www.ncbi.nlm.nih.gov/pubmed/35524010 | en_GB |
dc.rights | © The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. | en_GB |
dc.subject | Instruction following | en_GB |
dc.subject | Language | en_GB |
dc.subject | Learning | en_GB |
dc.subject | Skill acquisition | en_GB |
dc.title | Articulatory suppression during instruction encoding impedes performance in choice reaction time tasks. | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2022-07-15T11:59:02Z | |
dc.identifier.issn | 1069-9384 | |
exeter.place-of-publication | United States | |
dc.description | This is the final version. Available from Springer via the DOI in this record. | en_GB |
dc.identifier.eissn | 1531-5320 | |
dc.identifier.journal | Psychonomic Bulletin and Review | en_GB |
dc.relation.ispartof | Psychon Bull Rev | |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2022-04-09 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2022-05-06 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2022-07-15T11:57:02Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2022-07-15T11:59:16Z | |
refterms.panel | A | en_GB |
refterms.dateFirstOnline | 2022-05-06 |
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provide a link to the Creative Commons licence, and indicate if changes
were made. The images or other third party material in this article are
included in the article's Creative Commons licence, unless indicated
otherwise in a credit line to the material. If material is not included in
the article's Creative Commons licence and your intended use is not
permitted by statutory regulation or exceeds the permitted use, you will
need to obtain permission directly from the copyright holder. To view a
copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.