Logan Gordon D, Schneider Darryl W
Department of Psychology, Vanderbilt University, Nashville, TN 37203, USA.
J Exp Psychol Learn Mem Cogn. 2006 Mar;32(2):347-63. doi: 10.1037/0278-7393.32.3.347.
In 3 experiments the role of mediators in task switching with transparent and nontransparent cues was examined. Subjects switched between magnitude (greater or less than 5) and parity (odd or even) judgments of single digits. A cue-target congruency effect indicated mediator use: subjects responded faster to congruent cue-target combinations (e.g., ODD-3) than to incongruent cue-target combinations (e.g., ODD-4). Experiment 1 revealed significant congruency effects with transparent word cues (ODD, EVEN, HIGH, and LOW) and with relatively transparent letter cues (O, E, H, and L) but not with nontransparent letter cues (D, V, G, and W). Experiment 2 revealed significant congruency effects after subjects who were trained with nontransparent letter cues were informed of the relations between cues and word mediators halfway through the experiment. Experiment 3 showed that congruency effects with relatively transparent letter cues diminished over 10 sessions of practice, suggesting that subjects used mediators less as practice progressed. The results are discussed in terms of the role of mediators in interpreting instructional cues.
在3个实验中，研究了中介物在使用透明线索和非透明线索进行任务切换时所起的作用。受试者在对个位数的大小（大于或小于5）和平性（奇数或偶数）判断之间进行切换。线索-目标一致性效应表明了中介物的使用：受试者对一致的线索-目标组合（如奇数-3）的反应比对不一致的线索-目标组合（如奇数-4）更快。实验1揭示了使用透明文字线索（奇数、偶数、高和低）以及相对透明的字母线索（O、E、H和L）时存在显著的一致性效应，但使用非透明字母线索（D、V、G和W）时则不存在。实验2表明，在实验进行到一半时，当用非透明字母线索进行训练的受试者被告知线索与文字中介物之间的关系后，出现了显著的一致性效应。实验3表明，经过10次练习后，相对透明字母线索的一致性效应减弱，这表明随着练习的进行，受试者对中介物的使用减少。根据中介物在解释指示线索中的作用对结果进行了讨论。
