Semantic contextual cuing and visual attention.
Since M. M. Chun and Y. Jiang's (1998) original study, a large body of research based on the contextual cuing paradigm has shown that the visuocognitive system is capable of capturing certain regularities in the environment in an implicit way. The present study investigated whether regularities based on the semantic category membership of the context can be learned implicitly and whether that learning depends on attention. The contextual cuing paradigm was used with lexical displays in which the semantic category of the contextual words either did or did not predict the target location. Experiments 1 and 2 revealed that implicit contextual cuing effects can be extended to semantic category regularities. Experiments 3 and 4 indicated an implicit contextual cuing effect when the predictive context appeared in an attended color but not when the predictive context appeared in an ignored color. However, when the previously ignored context suddenly became attended, it immediately facilitated performance. In contrast, when the previously attended context suddenly became ignored, no benefit was observed. Results suggest that the expression of implicit semantic knowledge depends on attention but that latent learning can nevertheless take place outside the attentional field.
Goujon
Annabelle
A
Centre National de la Recherche Scientifique, University of provence, Marseille, France. annabelle.goujon@ed.ac.uk
Didierjean
André
A
Marmèche
Evelyne
E
D000293:Adolescent; D000328:Adult; D001288:Attention; D003463:Cues; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D012660:Semantics; D012931:Social Environment; D014796:Visual Perception; D055815:Young Adult