The role of meaning in contextual cueing: evidence from chess expertise.
In contextual cueing, the position of a search target is learned over repeated exposures to a visual display. The strength of this effect varies across stimulus types. For example, real-world scene contexts give rise to larger search benefits than contexts composed of letters or shapes. We investigated whether such differences in learning can be at least partially explained by the degree of semantic meaning associated with a context independently of the nature of the visual information available (which also varies across stimulus types). Chess boards served as the learning context as their meaningfulness depends on the observer's knowledge of the game. In Experiment 1, boards depicted actual game play, and search benefits for repeated boards were 4 times greater for experts than for novices. In Experiment 2, search benefits among experts were halved when less meaningful randomly generated boards were used. Thus, stimulus meaningfulness independently contributes to learning context-target associations.
Brockmole
James R
JR
Psychology Department, University of Edinburgh, Edinburgh, UK. James.Brockmole@ed.ac.uk
Hambrick
David Z
DZ
Windisch
David J
DJ
Henderson
John M
JM
D000704:Analysis of Variance; D001288:Attention / Q000502:physiology*; D003210:Concept Formation; D003463:Cues; D005364:Field Dependence-Independence; D006801:Humans; D010364:Pattern Recognition, Visual; D010775:Photic Stimulation; D010988:Play and Playthings; D011930:Reaction Time; D055815:Young Adult