title: Investigating the role of response in spatial context learning.
abstract: Recent research has shown that simple motor actions, such as pointing or grasping, can modulate the way we perceive and attend to our visual environment. Here we examine the role of action in spatial context learning. Previous studies using keyboard responses have revealed that people are faster locating a target on repeated visual search displays ("contextual cueing"). However, this learning appears to depend on the task and response requirements. In Experiment 1, participants searched for a T-target among L-distractors and responded either by pressing a key or by touching the screen. Comparable contextual cueing was found in both response modes. Moreover, learning transferred between keyboard and touch screen responses. Experiment 2 showed that learning occurred even for repeated displays that required no response, and this learning was as strong as learning for displays that required a response. Learning on no-response trials cannot be accounted for by oculomotor responses, as learning was observed when eye movements were discouraged (Experiment 3). We suggest that spatial context learning is abstracted from motor actions.
authors.affiliation: Department of Psychology and Center for Cognitive Sciences, University of Minnesota, Minneapolis, MN, USA. tal.makovski@gmail.com
authors.forename: Tal
authors.initials: T
authors.lastname: Makovski
authors.forename: Yuhong V
authors.initials: YV
authors.lastname: Jiang
mesh_terms: D000293:Adolescent; D000328:Adult; D001288:Attention / Q000502:physiology*; D003463:Cues; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D009483:Neuropsychological Tests; D009949:Orientation / Q000502:physiology; D010775:Photic Stimulation / Q000379:methods; D011930:Reaction Time / Q000502:physiology*; D021641:Recognition, Psychology / Q000502:physiology*; D013028:Space Perception / Q000502:physiology*; D055815:Young Adult