Action planning during the presentation of stimulus sequences: effects of compatible and incompatible stimuli.
Experimental designs that require the simultaneous perception and reproduction of a stimulus sequence could help to clarify the relationship between perception and action. This contribution examines a specific stimulus-response compatibility with the reproduction of simple stimulus sequences. In the procedure a response just prepared or one to be prepared is confronted with a new incoming stimulus that is compatible or incompatible with the response. Interference is predicted from a framework in which stimulus perception and action control are assumed to share common codes. Five arrows were successively presented at 1-s intervals. The arrows pointed either to the left or to the right with equal probability. One of the five arrows was accompanied by a randomly presented go signal. Subjects then had to reproduce the sequence by pressing corresponding left or right keys while the stimulus presentation continued. Reaction-time latencies and reaction intervals within a sequence were analyzed in six experiments. Results showed increasing reaction-time latencies the later the go signal was presented--that is, the longer the sequence to be reproduced was. In contrast to previous findings, this effect interacted with the compatibility between the arrow displayed together with the go signal and the first reaction. It is argued that the go signal initiates a transfer of a cognitive action plan to a peripheral motor program and that this process is subject to interference the more the current stimulus is at odds with one of the first parameter specification.
Müsseler
J
J
Max-Planck-Institut für psychologische Forschung, München, Germany. muesseler@mpipfmuenchen.mpg.de
Prinz
W
W
D000328:Adult; D001288:Attention; D005260:Female; D007839:Functional Laterality; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011597:Psychomotor Performance; D011930:Reaction Time; D012691:Serial Learning; D014163:Transfer, Psychology