Contextual Cueing of Visuo-Spatial Attention: Implicit or Explicit Learning?

Scientific Conference (2001, May 04)

Chun and colleagues (Chun et al. 1998, 1999; Chun, 2000) have recently demonstrated that visuo-spatial attention can be guided by top-down visual knowledge. In a visual search task Ss have indeed be shown ... [more ▼]

Chun and colleagues (Chun et al. 1998, 1999; Chun, 2000) have recently demonstrated that visuo-spatial attention can be guided by top-down visual knowledge. In a visual search task Ss have indeed be shown to efficiently use global context (the spatial layout of distractor items) to detect targets. Visual search RTs are thus faster when Ss respond to targets imbedded in invariant (repeated or learned) visual configurations than in variable (unrepeated) configurations. ‘Contextual cueing effects’ have been observed despite poor explicit recognition performance for the invariant configurations. The present study replicates the contextual cueing effect with more heterogeneously distributed distractor configurations. Furthermore, while explicit recognition scores suggest that Ss can discriminate between invariant and variant visual configurations, no correlation was observed between recognition and search performance. These results will be discussed in the context ongoing controversy about the extent to which learning can be implicit. [less ▲]

Reverse Evaluative Learning: Paradoxical Contamination of Liked/Disliked Stimuli by Neutral Stimuli

Scientific Conference (2000, May 12)

According to De Houwer et al. (1997) the evaluative learning (EL) paradigm deserves the attention of the implicit research community for various reasons, such as its resistance to the general criticism ... [more ▼]

According to De Houwer et al. (1997) the evaluative learning (EL) paradigm deserves the attention of the implicit research community for various reasons, such as its resistance to the general criticism addressed at implicit learning studies on grounds of often failing to meet information and sensitivity criteria, and the strong evidence for EL to be implicit. Nevertheless, EL is controversial because (1) it is unclear what the sufficient and necessary conditions for EL to take place are, and (2) the extent to which EL can take place without awareness of the relevant contingencies is likewise unclear. The present study aimed at conceptually replicating Baeyens et al.'s (e.g., 1988) EL studies to explore the robustness of the EL phenomenon. In a first phase subjects rated the affective value of various faces. During the subsequent acquisition phase, they were shown different contingent pairs of neutral stimuli (NSi) and affective stimuli (ASi), (i.e. liked, disliked or neutral). Next, they were to rate the whole set of faces again, based on their current first impression. Results failed to replicate typical EL findings: Not only did we fail to observe changes in the evaluations of NSi, but ASi, as well as stimuli that had not been presented during the acquisition phase, were evaluated to be more neutral after the acquisition phase than before. We discuss these results in the context of Field et al.'s (1999) alternative accounts of EL phenomena. [less ▲]