Action selection by temporally distal goal states.
In line with ideomotor theory, numerous response-effect compatibility (REC) studies have revealed evidence that action effects are anticipated prior to action initiation, as indicated by an REC effect: For example, a response is given faster when its effect occurs on the same rather than on the opposite side. So far, REC studies have only investigated immediate effects-that is, effects occurring immediately after the response is given. However, it may be argued that in everyday life many actions cause effects that do not occur immediately. Additionally, because actions can have more than one effect, desired effects occurring in the future may only be arrived at if fundamental effects are achieved first. In the present study, we investigated whether temporally more distal effects are anticipated in order to initiate actions, and how multiple, serially occurring effects are represented. To this end, a spatial REC paradigm was extended in such a way that a first, immediate effect (i.e., immediately following the response; E1) was followed 500 ms later by another visual effect (E2). An REC effect was only observed for the temporally more distal E2, and this result suggests that temporally more distal effects can also be anticipated during action selection.
Department of Psychology, University of Tübingen, Schleichstraße 4, 72076, Tübingen, Germany. markus.janczyk@uni-tuebingen.de.
Markus
M
Janczyk
Department of Psychology, University of Tübingen, Schleichstraße 4, 72076, Tübingen, Germany.
Moritz
M
Durst
Department of Psychology, University of Tübingen, Schleichstraße 4, 72076, Tübingen, Germany.
Rolf
R
Ulrich
D000328:Adult; D059031:Anticipation, Psychological; D005260:Female; D007839:Functional Laterality; D006040:Goals; D006801:Humans; D008297:Male; D009949:Orientation; D010364:Pattern Recognition, Visual; D011582:Psychological Theory; D011597:Psychomotor Performance; D011930:Reaction Time; D055815:Young Adult
Action control; Action effects; Ideomotor theory; Motor learning