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Titolo:
Latent inhibition depends on inhibitory attentional learning to the preexposed stimulus: Evidence from visual search and rule-learning tasks
Autore:
Gibbons, H; Rammsayer, TH; Lubow, RE;
Indirizzi:
Univ Gottingen, Georg Elias Mueller Inst Psychol, D-37073 Gottingen, Germany Univ Gottingen Gottingen Germany D-37073 hol, D-37073 Gottingen, Germany Tel Aviv Univ, IL-69978 Tel Aviv, Israel Tel Aviv Univ Tel Aviv Israel IL-69978 v Univ, IL-69978 Tel Aviv, Israel
Titolo Testata:
LEARNING AND MOTIVATION
fascicolo: 4, volume: 32, anno: 2001,
pagine: 457 - 476
SICI:
0023-9690(200111)32:4<457:LIDOIA>2.0.ZU;2-W
Fonte:
ISI
Lingua:
ENG
Soggetto:
PRONE NORMAL SUBJECTS; POP-OUT; DISTRACTOR FAMILIARITY; IRRELEVANT STIMULI; TARGET; SCHIZOPHRENICS; SCHIZOTYPY; MODULATION; DURATION; IMPLICIT;
Keywords:
latent inhibition; preexposure; rule learning; visual search;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
41
Recensione:
Indirizzi per estratti:
Indirizzo: Gibbons, H Univ Gottingen, Georg Elias Mueller Inst Psychol, D-37073 Gottingen, Germany Univ Gottingen Gottingen Germany D-37073 3 Gottingen, Germany
Citazione:
H. Gibbons et al., "Latent inhibition depends on inhibitory attentional learning to the preexposed stimulus: Evidence from visual search and rule-learning tasks", LEARN MOTIV, 32(4), 2001, pp. 457-476

Abstract

Latent inhibition (LI) refers to findings of poorer learning with stimuli preexposed as irrelevant, compared to novel stimuli. In order to investigate the role of attention in traditional LI, two experiments with human subjects were conducted. Experiment I used a simplified visual-search design. Asin previous studies, but now with a simpler design, there was a LI-like effect, thereby supporting the position that attentional learning to irrelevantly preexposed stimuli is reduced. Experiment 2 introduced conditions thatwere designed to exclude a potential contribution of novel popout to the visual-search LI-like effect. It was shown that the effect could be observedindependently of contributions from novel popout. In addition, when participants were divided into good and poor attentional. learners on the basis of visual-search LI scores, traditional rule-learning LI was established in good attentional learners, whereas it was absent in poor attentional learners. Together, these results indicate that visual-search procedures can be used to provide a measure for LI, and, as such, they support attention-basedexplanations of traditional LI. (C) 2001 Academic Press.

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Documento generato il 21/01/20 alle ore 07:02:16