Moeller Birte, Frings Christian
Department of Psychology, University of Trier, Campus I, 54286, Trier, Germany.
Atten Percept Psychophys. 2017 Nov;79(8):2590-2605. doi: 10.3758/s13414-017-1393-7.
A single encounter of a stimulus together with a response can result in a short-lived association between the stimulus and the response [sometimes called an event file, see Hommel, Müsseler, Aschersleben, & Prinz, (2001) Behavioral and Brain Sciences, 24, 910-926]. The repetition of stimulus-response pairings typically results in longer lasting learning effects indicating stimulus-response associations (e.g., Logan & Etherton, (1994) Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1022-1050]. An important question is whether or not what has been described as stimulus-response binding in action control research is actually identical with an early stage of incidental learning (e.g., binding might be seen as single-trial learning). Here, we present evidence that short-lived binding effects can be distinguished from learning of longer lasting stimulus-response associations. In two experiments, participants always responded to centrally presented target letters that were flanked by response irrelevant distractor letters. Experiment 1 varied whether distractors flanked targets on the horizontal or vertical axis. Binding effects were larger for a horizontal than for a vertical distractor-target configuration, while stimulus configuration did not influence incidental learning of longer lasting stimulus-response associations. In Experiment 2, the duration of the interval between response n - 1 and presentation of display n (500 ms vs. 2000 ms) had opposing influences on binding and learning effects. Both experiments indicate that modulating factors influence stimulus-response binding and incidental learning effects in different ways. We conclude that distinct underlying processes should be assumed for binding and incidental learning effects.
刺激与反应的单次相遇会导致刺激与反应之间形成短暂的关联（有时称为事件文件，见霍梅尔、米塞勒、阿舍尔森和普林茨，（2001年）《行为与脑科学》，24卷，910 - 926页）。刺激 - 反应配对的重复通常会产生更持久的学习效果，表明存在刺激 - 反应关联（例如，洛根和埃瑟顿，（1994年）《实验心理学杂志：学习、记忆与认知》，20卷，1022 - 1050页）。一个重要的问题是，在动作控制研究中被描述为刺激 - 反应绑定的现象是否实际上与附带学习的早期阶段相同（例如，绑定可能被视为单次试验学习）。在这里，我们提供证据表明，短暂的绑定效应可以与更持久的刺激 - 反应关联的学习区分开来。在两个实验中，参与者总是对中央呈现的目标字母做出反应，目标字母两侧是与反应无关的干扰字母。实验1改变干扰字母是在目标字母的水平轴还是垂直轴两侧。水平方向的干扰 - 目标配置的绑定效应大于垂直方向的，而刺激配置不影响更持久的刺激 - 反应关联的附带学习。在实验2中，反应n - 1与显示n呈现之间的间隔持续时间（500毫秒与2000毫秒）对绑定和学习效果有相反的影响。两个实验都表明，调节因素以不同方式影响刺激 - 反应绑定和附带学习效果。我们得出结论，对于绑定和附带学习效果，应该假设存在不同的潜在过程。
