Vogel Diana, Rudolf Matthias, Scherbaum Stefan
Department of Psychology, Technische Universität Dresden, 01062, Dresden, Germany.
Cogn Process. 2020 May;21(2):271-285. doi: 10.1007/s10339-020-00960-0. Epub 2020 Feb 21.
According to ideomotor theory, when people perform a movement and observe its subsequent effect, they acquire a bidirectional action-effect association. If at a later point they want to produce the effect, its anticipation activates and allows executing the corresponding action. In ideomotor induction tasks, several task characteristics determine whether participants use the experimentally induced action-effect associations to pre-activate the corresponding actions. Here, we assess the impact of the verbal instruction, the task relevance of the effect stimuli and the presentation of post-response effects on the expression of action-effect associations. The results show that an instruction stressing the stimulus-effect correspondence prompts participants to utilize the presented effects more than an instruction stressing the stimulus-response correspondence. Furthermore, the induced action-effect associations were only expressed when the effects were relevant for the task and when post-response effects were presented in the test phase. These findings show the importance of the particular task construction for the expression of the experimentally manipulated action-effect knowledge.
根据观念运动理论，当人们执行一个动作并观察其随后的效果时，他们会获得一种双向的动作-效果关联。如果在之后的某个时刻他们想要产生该效果，对效果的预期会激活并使得相应动作得以执行。在观念运动诱导任务中，几个任务特征决定了参与者是否会利用实验诱导的动作-效果关联来预激活相应的动作。在此，我们评估言语指令、效果刺激的任务相关性以及反应后效果的呈现对动作-效果关联表达的影响。结果表明，强调刺激-效果对应关系的指令比强调刺激-反应对应关系的指令更能促使参与者利用所呈现的效果。此外，只有当效果与任务相关且在测试阶段呈现反应后效果时，诱导的动作-效果关联才会表现出来。这些发现表明了特定任务构建对于实验操纵的动作-效果知识表达的重要性。
