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Journal articles on the topic 'Cue competition'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Packheiser, Julian, Roland Pusch, Clara C. Stein, Onur Güntürkün, Harald Lachnit, and Metin Uengoer. "How competitive is cue competition?" Quarterly Journal of Experimental Psychology 73, no. 1 (August 14, 2019): 104–14. http://dx.doi.org/10.1177/1747021819866967.

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Cue competition refers to phenomena indicating that learning about the relationship between a cue and an outcome is influenced by learning about the predictive significance of other cues that are concurrently present. In two autoshaping experiments with pigeons, we investigated the strength of competition among cues for predictive value. In each experiment, animals received an overexpectation training (A+, D+ followed by AD+). In addition, the training schedule of each experiment comprised two control conditions—one condition to evaluate the presence of overexpectation (B+ followed by BY+) and a second one to assess the strength of competition among cues (C+ followed by CZ−). Training trials were followed by a test with individual stimuli (A, B, C). Experiment 1 revealed no evidence for cue competition as responding during the test mirrored the individual cue–outcome contingencies. The test results from Experiment 2, which included an outcome additivity training, showed cue competition in form of an overexpectation effect as responding was weaker for Stimulus A than Stimulus B. However, the test results from Experiment 2 also revealed that responding to Stimulus A was stronger than to Stimulus C, which indicates that competition among cues was not as strong as predicted by some influential theories of associative learning.

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2

Richards, Amy M., and E. Evan Krauter. "Cue Competition in Prospective Memory." Psychological Reports 85, no. 3 (December 1999): 1011–24. http://dx.doi.org/10.2466/pr0.1999.85.3.1011.

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Prospective memory refers to remembering to perform a previously planned activity. Two experiments were conducted to see if effects of cue competition similar to blocking and overshadowing occur in prospective memory. Participants were led to believe that the experiments were about the relationship between memory and creativity. To test prospective memory, participants were instructed to mark cue words that would appear later in a task requiring the generation of sentences. In Exp. 1 ( N = 119) one group was told to place an “x” over the cue word “rake”; a second was told to mark two words of equal salience (“method” and “rake”); and a third group was told to mark two cue words of unequal salience (the highly salient word “monad” and “rake”). “Rake” was the only cue word that actually appeared in the task involving generation of sentences. Participants instructed to place an “x” over one cue marked the target cue “rake” more frequently than if told to mark two cues (an overshadowing-like effect). The frequency of marking “rake” was lowest on the first test trial if participants had been instructed to mark both “rake” and “monad.” In Exp. 2 (N = 43) a blocking group was trained to mark one cue word (“rake”) and a control group received no training. Two days later, all participants were instructed to mark two cues (“rake” and “method”) during a task involving the generation of sentences. Prior training interfered with performance to a new cue (“method”) given in combination with the pretrained cue (“rake,” a blocking-like effect). These experiments demonstrate the existence of cue competition in prospective memory and suggest the possibility of applying theories of elementary associative learning to the study of prospective memory.

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3

Byrom, Nicola C., and Robin A. Murphy. "Cue competition influences biconditional discrimination." Quarterly Journal of Experimental Psychology 72, no. 2 (January 1, 2018): 182–92. http://dx.doi.org/10.1080/17470218.2017.1363256.

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When multiple cues are presented in compound and trained to predict an outcome, the cues may compete for association with an outcome. However, if both cues are necessary for solution of the discrimination, then competition might be expected to interfere with the solution of the discrimination. We consider how unequal stimulus salience influences learning in configural discriminations, where no individual stimulus predicts the outcome. We compared two hypotheses: (1) salience modulation minimises the initial imbalance in salience and (2) unequal stimulus salience will impair acquisition of configural discriminations. We assessed the effect of varying stimulus salience in a biconditional discrimination (AX+, AY−, BX−, BY+). Across two experiments, we found stronger discrimination when stimuli had matched, rather than mismatched, salience, supporting our second hypothesis. We discuss the implications of this finding for Mackintosh’s model of selective attention, modified elemental models and configural models of learning.

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4

RICHARDS, AMY M. "CUE COMPETITION IN PROSPECTIVE MEMORY." Psychological Reports 85, no. 7 (1999): 1011. http://dx.doi.org/10.2466/pr0.85.7.1011-1024.

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5

Miller, Ralph R., and Helena Matute. "Competition Between Outcomes." Psychological Science 9, no. 2 (March 1998): 146–49. http://dx.doi.org/10.1111/1467-9280.00028.

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In both Pavlovian conditioning and human causal judgment, competition between cues is well known to occur when multiple cues are presented in compound and followed by an outcome. More questionable is the occurrence of competition between outcomes when a single cue is followed by multiple outcomes presented in compound. In the experiment reported here, we demonstrated blocking (a type of stimulus competition) between outcomes. When the cue predicted one outcome, its ability to predict a second outcome that was presented in compound with the first outcome was reduced. The procedure minimized the likelihood that the observed competition between outcomes arose from selective attention. The competition between outcomes that we observed is problematic for contemporary theories of learning.

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6

Denniston, James C., Hernan I. Savastano, Aaron P. Blaisdell, and Ralph R. Miller. "Cue competition as a retrieval deficit." Learning and Motivation 34, no. 1 (February 2003): 1–31. http://dx.doi.org/10.1016/s0023-9690(02)00505-2.

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7

Prados, Jose, Beatriz Alvarez, Joanna Howarth, Katharine Stewart, Claire L. Gibson, Claire V. Hutchinson, Andrew M. J. Young, and Colin Davidson. "Cue competition effects in the planarian." Animal Cognition 16, no. 2 (September 14, 2012): 177–86. http://dx.doi.org/10.1007/s10071-012-0561-3.

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8

Busemeyer, Jerome R., In Jae Myung, and Mark A. McDaniel. "Cue Competition Effects: Empirical Tests of Adaptive Network Learning Models." Psychological Science 4, no. 3 (May 1993): 190–95. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00486.x.

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The ability to predict future consequences on the basis of previous experience with the current set of environmental cues is one of the most fundamental of all cognitive processes. This study investigated how the validity of one cue influences the effectiveness of another cue for predicting a criterion. The results demonstrate a cue competition effect—increasing the validity of one cue decreased the effectiveness of another cue in a linear prediction task, even though the two cues were statistically independent.

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9

Lau, Jonas Sin-Heng, Michael B. Casale, and Harold Pashler. "Mitigating cue competition effects in human category learning." Quarterly Journal of Experimental Psychology 73, no. 7 (April 28, 2020): 983–1003. http://dx.doi.org/10.1177/1747021820915151.

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When people learn perceptual categories, if one feature makes it easy to determine the category membership, learning about other features can be reduced. In three experiments, we asked whether this cue competition effect could be fully eradicated with simple instructions. For this purpose, in a pilot experiment, we adapted a classical overshadowing paradigm into a human category learning task. Unlike previous reports, we demonstrate a robust cue competition effect with human learners. In Experiments 1 and 2, we created a new warning condition that aimed at eradicating the cue competition effect through top-down instructions. With a medium-size overshadowing effect, Experiment 1 shows a weak mitigation of the overshadowing effect. We replaced the stimuli in Experiment 2 to obtain a larger overshadowing effect and showed a larger warning effect. Nevertheless, the overshadowing effect could not be fully eradicated. These experiments suggest that cue competition effects can be a stubborn roadblock in human category learning. Theoretical and practical implications are discussed.

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10

Clipperton-Allen, Amy, Mark Cole, Margaux Peck, and Julie Quirt. "Pattern Cue and Visual Cue Competition in a Foraging Task by Rats." Learning & Behavior 44, no. 4 (June 23, 2016): 378–89. http://dx.doi.org/10.3758/s13420-016-0231-4.

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11

Schertz, Jessamyn, and Yoonjung Kang. "Phonetic cue competition within multiple phonological contrasts." Korean Linguistics 18, no. 1 (March 28, 2022): 1–17. http://dx.doi.org/10.1075/kl.16001.sch.

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Abstract This work examines Seoul Korean listeners’ perception of the five Korean sibilants: affricates /c′, c, ch/ and fricatives /s′, s/. Natural productions of the consonants were manipulated to vary orthogonally along several phonetic parameters relevant to the place/manner contrast ((denti)alveolar fricative vs. (palato)alveolar affricate) and the laryngeal contrast (fortis vs. lenis vs. aspirated). Of particular interest was listeners’ representation of /s/, whose laryngeal status is ambiguous. All manipulated parameters (baseline consonant and vowel affiliation, fundamental frequency at vowel onset, frication duration, and aspiration duration) influenced categorization, with consonant and vowel spectral information playing the primary role in distinguishing most sibilants. However, f0, a laryngeal cue, trumped place and manner cues in affricate vs. fricative classification, highlighting the increasing importance of f0 in Korean segmental phonology.

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12

Lipatova, Olga, Daniel S. Wheeler, Miguel A. Vadillo, and Ralph R. Miller. "Recency-to-primacy shift in cue competition." Journal of Experimental Psychology: Animal Behavior Processes 32, no. 4 (2006): 396–406. http://dx.doi.org/10.1037/0097-7403.32.4.396.

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13

Vogel, Edgar H., Jacqueline Y. Glynn, and Allan R. Wagner. "Cue Competition Effects in Human Causal Learning." Quarterly Journal of Experimental Psychology 68, no. 12 (December 2015): 2327–50. http://dx.doi.org/10.1080/17470218.2015.1014378.

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14

Winman, Anders, and Gustaf Gredebäck. "Short article: Inferring causality assessments from predictive responses: Cue interaction without cue competition." Quarterly Journal of Experimental Psychology 59, no. 1 (January 2006): 28–37. http://dx.doi.org/10.1080/17470210500242953.

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15

Busemeyer, Jerome R., In Jae Myung, and Mark A. McDaniel. "Cue Competition Effects: Theoretical Implications for Adaptive Network Learning Models." Psychological Science 4, no. 3 (May 1993): 196–202. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00487.x.

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A feature-free method for testing adaptive network learning models is presented. The test is based on a property called the mean matching law, a. property shared by many adaptive network models of learning. As an application of this method, we prove that cue competition effects obtained with statistically independent cues cannot be explained by many previous adaptive network learning models, including those based on the delta learning rule. These results point to the need to incorporate competitive learning properties into adaptive network learning models.

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16

Denniston, James C., Ralph R. Miller, and Helena Matute. "Biological Significance as a Determinant of Cue Competition." Psychological Science 7, no. 6 (November 1996): 325–31. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00383.x.

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Many researchers have noted the similarities between causal judgment in humans and Pavlovian conditioning in animals One recently noted discrepancy between these two forms of learning is the absence of backward blocking in animals, in contrast with its occurrence in human causality judgment Here we report two experiments that investigated the role of biological significance in backward blocking as a potential explanation of this discrepancy With rats as subjects, we used sensory preconditioning and second-order conditioning procedures, which allowed the to-be-blocked cue to retain low biological significance during training for some animals, but not for others Backward blocking was observed only when the target cue was of low biological significance during training These results suggest that the apparent discrepancy between human causal judgment and animal Pavlovian conditioning arises not because of a species difference, but because human causality studies ordinarily use stimuli of low biological significance, whereas animal Pavlovian studies ordinarily use stimuli of high biological significance, which are apparently protected against cue competition

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17

Narasimhan, Bhuvana. "Multimodal Cue Competition in Adults’ Novel Verb Generalization." Languages 2, no. 1 (March 21, 2017): 2. http://dx.doi.org/10.3390/languages2010002.

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18

Tapia, Melissa, Kirkwood Meyers, Rachel Richardson, Rodica Ghinescu, and Todd R. Schachtman. "Learned Irrelevance and Cue Competition Using an Eriksen Flanker Task." Experimental Psychology 63, no. 5 (September 2016): 287–96. http://dx.doi.org/10.1027/1618-3169/a000332.

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Abstract. Many studies have examined competition between cues for learning. Research examining cue competition has used cues that predict the occurrence of an outcome, or, in some rare cases, competition between cues that predict the absence of an outcome (predicting that an outcome explicitly will not occur). Alternatively, learned irrelevance occurs when a cue lacks the ability to predict the occurrence or absence of an outcome. Using an Eriksen flanker task, the present study evaluated competition among cues that do not have predictive value, that is, competition for learning that an outcome is unpredictable. Subjects’ inability to predict the occurrence of compatible and incompatible trials was manipulated by presenting cues that were uncorrelated with these trial types. Accuracy results showed competition between cues possessing a lack of predictive ability. The results are discussed in terms of propositional and associative theories of learning.

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19

Baetu, Irina, and A. G. Baker. "Reasoning about redundant and non-redundant alternative causes of a single outcome: Blocking or enhancement caused by the stronger cause." Quarterly Journal of Experimental Psychology 72, no. 2 (January 1, 2018): 238–50. http://dx.doi.org/10.1080/17470218.2017.1338302.

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Perceptions of the effectiveness of a moderate probabilistic cause are influenced by the presence of stronger alternative causes. One important idea is that this influence occurs because the strong cause renders the weaker one statistically redundant. Alternatively, the causes might be contrasted to each other, so the stronger cause may simply overpower perceptions of the weaker one. Causes may have the same polarity (e.g., two generative/excitatory causes or two preventive/inhibitory causes) or be of opposite polarity (e.g., a generative cause versus a preventive or inhibitory cause). Previously, we found that the presence of a stronger redundant alternative cause of the same polarity reduces causal judgements of the moderate cause (i.e., blocking occurs) but a stronger cause of the opposite polarity enhances judgements of the moderate cause (i.e., enhancement). Experiments 1 and 2 further explored these cue competition effects with redundant and non-redundant alternative causes (i.e., correlated versus independent alternatives). We generally found that blocking and enhancement occur with both redundant and non-redundant alternative causes. This is inconsistent with an information processing view of cue competition that relies on statistical redundancy to account for blocking. Although these results are inconsistent with a redundancy information processing account of cue competition and are consistent with our earlier contrast account, we demonstrate here that a simple associative model can account for the sometimes apparently contradictory effects of cue competition.

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20

Janssen, Bibi, and Natalia Meir. "Production, comprehension and repetition of accusative case by monolingual Russian and bilingual Russian-Dutch and Russian-Hebrew-speaking children." Linguistic Approaches to Bilingualism 9, no. 4-5 (October 9, 2019): 736–65. http://dx.doi.org/10.1075/lab.17021.jan.

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Abstract The present study explores the acquisition of the Russian accusative [acc] case inflections in two groups of bilingual children (Russian-Dutch and Russian-Hebrew) who acquire Russian as their Heritage Language (HL) and two groups of monolingual Russian-speaking children within the Unified Competition Model (MacWhinney, 2008, 2012). Seventy-two typically developing children participated in the study. Children’s performance on three tasks was compared: elicited production, forced-choice comprehension and sentence repetition. The current study confirmed the predictions of the Unified Competition Model: monolingual children view the [acc] case inflection as a reliable cue. Conversely, bilingual children showed lower accuracy on nouns which require the use of a dedicated [acc] marker. Similarly, the percentage of children manifesting sensitivity to [acc] case cue was low in bilinguals. The findings of the study extend the Unified Competition Model to patterns of HL acquisition in bilinguals. Cue detection in HL for bilinguals is challenged when exposure is limited.

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21

Rauhut, Anthony S., Janice E. Mcphee, Norma T. Dipietro, and John J. B. Ayres. "Conditioned inhibition training of the competing cue after compound conditioning does not reduce cue competition." Animal Learning & Behavior 28, no. 1 (March 2000): 92–108. http://dx.doi.org/10.3758/bf03199775.

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22

Cobos, Pedro L., Antonio Caño, Francisco J. López, Juan L. Luque, and Julián Almaraz. "Does the type of judgement required modulate cue competition?" Quarterly Journal of Experimental Psychology B 53, no. 3 (August 1, 2000): 193–207. http://dx.doi.org/10.1080/027249900411146.

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23

Beesley, T., and David R. Shanks. "Investigating cue competition in contextual cuing of visual search." Journal of Experimental Psychology: Learning, Memory, and Cognition 38, no. 3 (2012): 709–25. http://dx.doi.org/10.1037/a0024885.

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24

Vandorpe, Stefaan, Jan de Houwer, and Tom Beckers. "The role of memory for compounds in cue competition." Learning and Motivation 38, no. 3 (August 2007): 195–207. http://dx.doi.org/10.1016/j.lmot.2007.03.001.

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25

McMillan, Neil, and William A. Roberts. "The effects of cue competition on timing in pigeons." Behavioural Processes 84, no. 2 (June 2010): 581–90. http://dx.doi.org/10.1016/j.beproc.2010.02.018.

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26

Urushihara, Kouji, and Ralph R. Miller. "Stimulus competition between a discrete cue and a training context: Cue competition does not result from the division of a limited resource." Journal of Experimental Psychology: Animal Behavior Processes 35, no. 2 (2009): 197–211. http://dx.doi.org/10.1037/a0013763.

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27

Lim, Alfred, Vivian Eng, Caitlyn Osborne, Steve M. J. Janssen, and Jason Satel. "Inhibitory and Facilitatory Cueing Effects: Competition between Exogenous and Endogenous Mechanisms." Vision 3, no. 3 (August 22, 2019): 40. http://dx.doi.org/10.3390/vision3030040.

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Inhibition of return is characterized by delayed responses to previously attended locations when the cue-target onset asynchrony (CTOA) is long enough. However, when cues are predictive of a target’s location, faster reaction times to cued as compared to uncued targets are normally observed. In this series of experiments investigating saccadic reaction times, we manipulated the cue predictability to 25% (counterpredictive), 50% (nonpredictive), and 75% (predictive) to investigate the interaction between predictive endogenous facilitatory (FCEs) and inhibitory cueing effects (ICEs). Overall, larger ICEs were seen in the counterpredictive condition than in the nonpredictive condition, and no ICE was found in the predictive condition. Based on the hypothesized additivity of FCEs and ICEs, we reasoned that the null ICEs observed in the predictive condition are the result of two opposing mechanisms balancing each other out, and the large ICEs observed with counterpredictive cueing can be attributed to the combination of endogenous facilitation at uncued locations with inhibition at cued locations. Our findings suggest that the endogenous activity contributed by cue predictability can reduce the overall inhibition observed when the mechanisms occur at the same location, or enhance behavioral inhibition when the mechanisms occur at opposite locations.

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28

O'Boyle, Elizabeth A., and Mark E. Boutton. "Conditioned Inhibition in a Multiple Category Learning Task." Quarterly Journal of Experimental Psychology Section B 49, no. 1b (February 1996): 1–23. http://dx.doi.org/10.1080/713932616.

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Four experiments investigated inhibition that might arise in a task in which cues are associated with more than one outcome. In each experiment, human subjects played a game called “Clues and Culprits” in which they were asked to judge the predictive strength of clues that had been associated with culprits in a series of hypothetical crimes. In a two-outcome version of the familiar conditioned inhibition paradigm (A+, AX-), one clue was paired with one culprit on its own, but it was paired with a second culprit when it was combined with a second clue (A-1, AX-2). According to the delta rule, X should acquire inhibition for the first culprit; it should also acquire more inhibition than a differential cue merely associated with a second culprit (e.g. A-1, X-2). Inhibition was found with both procedures. However, the amount of inhibition did not differ between them, suggesting that mere association with a second outcome was sufficient to inhibit performance based on the first. Other data suggested the presence of cue competition. Also, when a cue associated with one culprit was paired with a second culprit on other trials, there was little evidence of unlearning of the first association.

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29

Matute, Helena, Francisco Arcediano, and Ralph R. Miller. "Test question modulates cue competition between causes and between effects." Journal of Experimental Psychology: Learning, Memory, and Cognition 22, no. 1 (1996): 182–96. http://dx.doi.org/10.1037/0278-7393.22.1.182.

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30

McCormack, Teresa, Stephen Butterfill, Christoph Hoerl, and Patrick Burns. "Cue competition effects and young children’s causal and counterfactual inferences." Developmental Psychology 45, no. 6 (November 2009): 1563–75. http://dx.doi.org/10.1037/a0017408.

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31

Melchers, Klaus G., Metin Üngör, and Harald Lachnit. "The experimental task influences cue competition in human causal learning." Journal of Experimental Psychology: Animal Behavior Processes 31, no. 4 (2005): 477–83. http://dx.doi.org/10.1037/0097-7403.31.4.477.

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32

Wilson, Paul N., and Tim Alexander. "Enclosure shape influences cue competition effects and goal location learning." Quarterly Journal of Experimental Psychology 63, no. 8 (August 2010): 1552–67. http://dx.doi.org/10.1080/17470210903428761.

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33

Iordanova, Mihaela D., Tatiana Haralambous, Gavan P. McNally, and R. Frederick Westbrook. "Accumbal opioid receptors modulate cue competition in one-trial overshadowing." Brain Research 1517 (June 2013): 57–67. http://dx.doi.org/10.1016/j.brainres.2013.04.019.

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34

Walther, Eva, Irena Ebert, and Katrin Meinerling. "Does Cue competition reduce conditioned liking of brands and products?" Psychology and Marketing 28, no. 5 (April 1, 2011): 520–38. http://dx.doi.org/10.1002/mar.20399.

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35

Escobar, Martha, Francisco Arcediano, and Ralph R. Miller. "Conditions favoring retroactive interference between antecedent events (cue competition) and between subsequent events (outcome competition)." Psychonomic Bulletin & Review 8, no. 4 (December 2001): 691–97. http://dx.doi.org/10.3758/bf03196205.

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36

Zhang, Yanzhen, Yingchun Du, and John X. Zhang. "Working Memory Selection and Competition between Target and Distractor Representations." Psychological Reports 102, no. 1 (February 2008): 194–212. http://dx.doi.org/10.2466/pr0.102.1.194-212.

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A working memory selection task combining directed-forgetting and memory-scanning paradigms was used to test the hypothesis that difficulty in selecting target from distractor items in working memory depends on the competition between target and distractor representations, as is commonly assumed in perceptual selection research. Participants memorized two trigrams and were then cued to select one as the new memory set and forget the other. They later saw a test letter and made judgment as to whether the letter was in the selected trigram, i.e., the new memory set. Selection difficulty was examined by manipulating the type of selection cues and the time the cue could be utilized. While re-presenting the targets in the cue display facilitated selection, re-presenting distractors did not impede selection. The results suggest that working memory selection may depend more on the activation from representations of the target than of the distractor.

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37

PHAM, GIANG, and KERRY DANAHY EBERT. "A longitudinal analysis of sentence interpretation in bilingual children." Applied Psycholinguistics 37, no. 2 (April 14, 2015): 461–85. http://dx.doi.org/10.1017/s0142716415000077.

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ABSTRACTThis longitudinal study used sentence interpretation tasks to consider growth in language processing among school-aged children learning Vietnamese and English. Thirty-two children participated yearly over three time points. Children were asked to identify the agent of sentences that manipulated linguistic cues relevant to Vietnamese (animacy) and English (word order). Hierarchical linear modeling was used to examine change in cue use over time as well as the relation between cue use and proficiency in each language. Findings include exclusive reliance on word order by the end point, nearly identical group-level cue-use patterns across languages with individual variation, and positive relationships between language proficiency and cue use. Findings are discussed within the unified competition model (MacWhinney, 2004) and the literature on sequential bilingualism.

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38

Milin, Petar, Filip Nenadić, and Michael Ramscar. "Approaching text genre." Scientific Study of Literature 10, no. 1 (December 9, 2020): 3–34. http://dx.doi.org/10.1075/ssol.19020.mil.

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Abstract In the present study, we sought to clarify how differences in contextualized experience influence the performance of participants engaged in genre decision-making. Using a simple learning algorithm, we ran a series of computational simulations to model the effects that context and cue competition have on the way readers of different backgrounds make genre decisions. Next, we used the results of those simulations as predictions for our behavioural genre decision experiment. Differences in test performance were strongly influenced by the factors that have long been known to influence learning: Cue competition and its embedding in a specific context jointly modulate what gets learned and that inevitably affects later performance. We discuss our findings in the context of learning and literary genres.

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39

Meiran, Nachshon, and Ziv Chorev. "Phasic Alertness and the Residual Task-Switching Cost." Experimental Psychology 52, no. 2 (January 2005): 109–24. http://dx.doi.org/10.1027/1618-3169.52.2.109.

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Abstract. Participants switched between two randomly ordered discrimination tasks and each trial began with the presentation of a task cue instructing which task to execute. The authors induced phasic alertness by presenting a salient uninformative stimulus after the task cue was provided, and at variable intervals before the target stimulus was presented (Experiments 1-3) or before the task cue (Experiment 4). When the alerting stimulus preceded the target stimulus or the task cue by an optimal interval, RT was faster, indicating an alert state and the task-switching cost was reduced. These results support the suggestion of De Jong (Acta Psychologica, 1999 ) that alertness improves the overcoming of retrieval competition through improved goal representation, but also show that the effect is specific to the residual task-switching cost.

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40

Brooks, Joseph L., and Stephen E. Palmer. "Cue Competition Affects Temporal Dynamics of Edge-assignment in Human Visual Cortex." Journal of Cognitive Neuroscience 23, no. 3 (March 2011): 631–44. http://dx.doi.org/10.1162/jocn.2010.21433.

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Edge-assignment determines the perception of relative depth across an edge and the shape of the closer side. Many cues determine edge-assignment, but relatively little is known about the neural mechanisms involved in combining these cues. Here, we manipulated extremal edge and attention cues to bias edge-assignment such that these two cues either cooperated or competed. To index their neural representations, we flickered figure and ground regions at different frequencies and measured the corresponding steady-state visual-evoked potentials (SSVEPs). Figural regions had stronger SSVEP responses than ground regions, independent of whether they were attended or unattended. In addition, competition and cooperation between the two edge-assignment cues significantly affected the temporal dynamics of edge-assignment processes. The figural SSVEP response peaked earlier when the cues causing it cooperated than when they competed, but sustained edge-assignment effects were equivalent for cooperating and competing cues, consistent with a winner-take-all outcome. These results provide physiological evidence that figure–ground organization involves competitive processes that can affect the latency of figural assignment.

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41

MORETT, LAURA M., and BRIAN MACWHINNEY. "Syntactic transfer in English-speaking Spanish learners." Bilingualism: Language and Cognition 16, no. 1 (March 20, 2012): 132–51. http://dx.doi.org/10.1017/s1366728912000107.

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Competition Model studies of second language learners have demonstrated that there is a gradual replacement of first language cues for thematic role assignment by second language cues. The current study introduced two methodological innovations in the investigation of this process. The first was the use of mouse-tracking methodology (Spivey, 2007) to assess the online process of thematic role assignment. The second was the inclusion of both a task with language-specific cues and a task with language-common cues. The results of the language-common cue task indicated that, as English-dominant learners become more balanced between English and Spanish, they rely increasingly on a coalition between the animacy cue and the subject–verb agreement cue. However, the results of the language-specific cue task reveal that learners also rely on the cue of prepositional case marking in Spanish and nominal case marking in English. These results provide evidence of forward transfer, backward transfer, and rapid acquisition of cue-based sentence interpretation strategies in second language learning.

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Marques, Valéria R. S., Pietro Spataro, Vincenzo Cestari, Antonio Sciarretta, and Clelia Rossi-Arnaud. "Testing the Identification/Production Hypothesis of Implicit Memory in Schizophrenia: The Role of Response Competition." Journal of the International Neuropsychological Society 22, no. 3 (December 22, 2015): 314–21. http://dx.doi.org/10.1017/s1355617715001198.

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AbstractObjectives: Previous evidence indicates that patients with schizophrenia exhibit reduced repetition priming in production tasks (in which each response cue engenders a competition between alternative responses), but not in identification tasks (in which each response cue allows a unique response). However, cross-task comparisons may lead to inappropriate conclusions, because implicit tests vary on several dimensions in addition to the critical dimension of response competition. The present study sought to isolate the role of response competition, by varying the number of solutions in the context of the same implicit tasks. Methods: Two experiments investigated the performance of patients with schizophrenia and healthy controls in the high-competition and low-competition versions of word-stem completion (Exp.1) and verb generation (Exp.2). Results: Response competition affected both the proportions of stems completed (higher to few-solution than to many-solution stems) and the reaction times of verb generation (slower to nouns having no dominant verb associates than to nouns having one dominant verb associate). Patients with schizophrenia showed significant (non-zero) priming in both experiments: crucially, the magnitude of this facilitation was equivalent to that observed in healthy controls and was not reduced in the high-competition versions of the two tasks. Conclusions: These findings suggest that implicit memory is spared in schizophrenia, irrespective of the degree of response competition during the retrieval phase; in addition, they add to the ongoing debate regarding the validity of the identification/production hypothesis of repetition priming. (JINS, 2015, 21, 314–321)

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Wystrach, Antoine, Michael Mangan, and Barbara Webb. "Optimal cue integration in ants." Proceedings of the Royal Society B: Biological Sciences 282, no. 1816 (October 7, 2015): 20151484. http://dx.doi.org/10.1098/rspb.2015.1484.

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In situations with redundant or competing sensory information, humans have been shown to perform cue integration, weighting different cues according to their certainty in a quantifiably optimal manner. Ants have been shown to merge the directional information available from their path integration (PI) and visual memory, but as yet it is not clear that they do so in a way that reflects the relative certainty of the cues. In this study, we manipulate the variance of the PI home vector by allowing ants ( Cataglyphis velox ) to run different distances and testing their directional choice when the PI vector direction is put in competition with visual memory. Ants show progressively stronger weighting of their PI direction as PI length increases. The weighting is quantitatively predicted by modelling the expected directional variance of home vectors of different lengths and assuming optimal cue integration. However, a subsequent experiment suggests ants may not actually compute an internal estimate of the PI certainty, but are using the PI home vector length as a proxy.

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Waldmann, Michael R., and Keith J. Holyoak. "Predictive and diagnostic learning within causal models: Asymmetries in cue competition." Journal of Experimental Psychology: General 121, no. 2 (1992): 222–36. http://dx.doi.org/10.1037/0096-3445.121.2.222.

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Amundson, Jeffrey C., and Ralph R. Miller. "Similarity in spatial origin of information facilitates cue competition and interference." Learning and Motivation 38, no. 2 (May 2007): 155–71. http://dx.doi.org/10.1016/j.lmot.2006.09.001.

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Murray, Nicholas P., and Christopher M. Janelle. "Anxiety and Performance: A Visual Search Examination of the Processing Efficiency Theory." Journal of Sport and Exercise Psychology 25, no. 2 (June 2003): 171–87. http://dx.doi.org/10.1123/jsep.25.2.171.

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The purpose of this study was to examine the central tenets of the Processing Efficiency Theory (PET) in the context of a dual-task auto racing simulation. Participants were placed into either high or low trait-anxiety groups and required to concurrently undertake a driving task while responding to one of four target LEDs upon presentation of either a valid or an invalid cue located in the central or peripheral visual field. Eye movements and dual-task performance were recorded under baseline and competition conditions. Anxiety was induced by an instructional set delivered prior to the competition condition. Findings indicated that while there was little change in driving performance from baseline to competition, response time was reduced for the low-anxious group but increased for the high-anxious group during the competitive session. Additionally there was an increase in search rate for both groups during the competitive session, indicating a reduction in processing efficiency. Implications of this study include a more comprehensive and mechanistic account of the PET and confirm that increases in cognitive anxiety may result in a reduction of processing efficiency, with little change in performance effectiveness.

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KAIL, MICHÈLE, MARIA KIHLSTEDT, and PHILIPPE BONNET. "On-line sentence processing in Swedish: cross-linguistic developmental comparisons with French." Journal of Child Language 39, no. 1 (April 8, 2011): 28–60. http://dx.doi.org/10.1017/s0305000910000723.

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ABSTRACTThis study examined on-line processing of Swedish sentences in a grammaticality-judgement experiment within the framework of the Competition Model. Three age groups from 6 to 11 and an adult group were asked to detect grammatical violations as quickly as possible. Three factors concerning cue cost were studied: violation position (early vs. late), violation span (intraphrasal vs. interphrasal) and violation type (agreement vs. word order). Developmental results showed that children were always slower at detecting grammatical violations. Irrespective of age, participants were faster at judging sentences with late violations, especially in the younger groups. Intraphrasal violations were more rapidly detected than interphrasal ones, particularly in adults. Finally, agreement violations and word order ones did not differ. The hierarchy of cue cost factors indicated that violation span was the dominant one. A cross-linguistic analysis with French (Kail, 2004) underlines the developmental processing abilities and the interdependence between cue cost and cue validity.

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Sokolov, Jeffrey L. "Cue validity in Hebrew sentence comprehension." Journal of Child Language 15, no. 1 (February 1988): 129–55. http://dx.doi.org/10.1017/s0305000900012095.

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ABSTRACTThis study investigated the degree to which cue validity, as estimated from textual analyses, predicts the actual strength of grammatical cues as they are used by speakers of Hebrew. An experiment was conducted to determine the differential strengths of the linguistic cues employed by Hebrew speakers when assigning the role of patient in sentences. Monolingual Hebrew-speaking subjects 4, 5, 7, and 9 years old, as well as adults, were tested using a sentence-picture verification task. Six cues were included in the study: word order, the accusative object marker, the reflexive noun phrase and three verbal derivations. By presenting subjects with sentences which set these cues in competition with one another, a measure of the strength of each cue was obtained. The results of a regression analysis revealed strong positive correlations between estimated cue validities and actual cue strengths for all but the youngest age groups. These results were interpreted as suggesting that cue validity is highly predictive of actual cue strengths. In addition, the strengths of the six cues varied as a function of the subject's age. Two additional factors were hypothesized to account for the performance of the older subjects: increased sensitivity to the reliability of cues and discourse-based constraints.

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Mayall, Kate, Glyn W. Humphreys, and Sotiris Kotsanis. "How not to revisit Highway 61: Negative repetition effects in a post-cue naming task." Quarterly Journal of Experimental Psychology Section A 55, no. 1 (February 2002): 311–44. http://dx.doi.org/10.1080/02724980143000299.

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Repetition effects were studied in a post-cue naming task, in which participants were cued to name one of two stimuli following their presentation. When pairs of pictures were repeated in a second block, former distractors (not named in Block 1) were named faster than former targets (named in Block 1). This negative repetition effect was not found when two words rather than two pictures were used or when a semantic categorization task was used with two pictures. From this we conclude that the effect reflects a process of mapping from a semantic representation to a name. Negative repetition was not found with a simultaneous selection cue, suggesting that it arose only when there was competition for name selection. It was also dependent on memory for previous acts of semantic naming. We propose that negative repetition reflects a form of speech monitoring that is applied when there is competition in the process of mapping from semantic to name representations.

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Couture, Roger. "Can Intentional Distractions Affect Endurance Performance Positively?" Diversity of Research in Health Journal 4, no. 1 (January 6, 2021): 15. http://dx.doi.org/10.28984/drhj.v4i1.337.

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Distractions are often associated with negative outcomes however, distractions can also benefit people. Using the hypothesis of internal-external distractions in the competition for cue, this study examined the effects of an active (controlled) and passive (uncontrolled) distraction on three endurance tasks. Participants (N=42), aged 20 to 23 years were assigned to three groups. Tasks and conditions were counterbalanced across groups to minimize the residual effects of fatigue, learning an intervention and other confounding variables. Performance time, heart rate, ratings of perceived exertion and perceived fatigue were measured. Results showed that active distraction significantly improved performance and lowered Rate of Perceived Exertion in one task. As expected, the active distraction group was the least accurate for estimating time spent. Passive distraction caused minimal performance change. More investigation is needed to understand why an active distraction only affected one trial. Future studies should delve into means for better understanding the hypothesis of competition for cue.

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