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Proactive control of irrelevant task rules during cued task switching

Overview of attention for article published in Psychological Research, July 2015
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Title
Proactive control of irrelevant task rules during cued task switching
Published in
Psychological Research, July 2015
DOI 10.1007/s00426-015-0686-5
Pubmed ID
Authors

Julie M. Bugg, Todd S. Braver

Abstract

In task-switching paradigms, participants are often slower on incongruent than congruent trials, a pattern known as the task-rule congruency effect. This effect suggests that irrelevant task rules or associated responses may be retrieved automatically in spite of task cues. The purpose of the present study was to examine whether the task-rule congruency effect may be modulated via manipulations intended to induce variation in proactive control. Manipulating the proportion of congruent to incongruent trials strongly influenced the magnitude of the task-rule congruency effect. The effect was significantly reduced in a mostly incongruent list relative to a mostly congruent list, a pattern that was observed for not only biased but also 50 % congruent items. This finding implicates a role for global attentional control processes in the task-rule congruency effect. In contrast, enhancing the preparation of relevant (cued) task rules by the provision of a monetary incentive substantially reduced mixing costs but did not affect the task-rule congruency effect. These patterns support the view that there may be multiple routes by which proactive control can influence task-switching performance; however, only select routes appear to influence the automatic retrieval of irrelevant task rules.

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 81 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 81 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 18 22%
Researcher 13 16%
Student > Doctoral Student 11 14%
Student > Bachelor 9 11%
Student > Master 6 7%
Other 8 10%
Unknown 16 20%
Readers by discipline Count As %
Psychology 43 53%
Neuroscience 6 7%
Social Sciences 4 5%
Linguistics 2 2%
Business, Management and Accounting 2 2%
Other 5 6%
Unknown 19 23%