The locus of Mediation and the duration of the anticipation interval in a transfer paradigm

1967 ◽  
Vol 6 (2) ◽  
pp. 247-256 ◽  
Author(s):  
Jack Richardson
1973 ◽  
Vol 32 (1) ◽  
pp. 215-222 ◽  
Author(s):  
Anthony J. Traxler

The role of interference as an age-related variable in RI and PI as a function of anticipation interval and transfer paradigm was studied by employing different transfer paradigms (A-B, A-C; A-B, C-B; A-B, C-D), and by varying the anticipation interval (2 sec. or 4 sec.). 60 young ( M = 27.42 yr.) and 60 elderly adults ( M = 68.73 yr.) learned 2 lists of paired adjectives to an 8/8 criterion and then recalled the lists by means of a written modified method of free recall. Significant age differences in RI and PI were found, with the old Ss showing disproportionately more RI under the 2-sec. A-B, A-C high interference condition. Neither anticipation interval nor transfer paradigm contributed to age differences in PI. Results indicated that adult age differences in RI and PI as measured by the unpaced modified free-recall procedure essentially agree with those in RI and PI studies using relearning and paced recall tests.


2020 ◽  
Author(s):  
Anna Gerlicher ◽  
Merel Kindt

A cue that indicates imminent threat elicits a wide range of physiological, hormonal, autonomic, cognitive, and emotional fear responses in humans and facilitates threat-specific avoidance behavior. The occurrence of a threat cue can, however, also have general motivational effects and affect behavior. That is, the encounter with a threat cue can increase our tendency to engage in general avoidance behavior that does neither terminate nor prevent the threat-cue or the threat itself. Furthermore, the encounter with a threat-cue can substantially reduce our likelihood to engage in behavior that leads to rewarding outcomes. Such general motivational effects of threat-cues on behavior can be informative about the transition from normal to pathological anxiety and could also explain the development of comorbid disorders, such as depression and substance abuse. Despite the unmistakable relevance of the motivational effects of threat for our understanding of anxiety disorders, their investigation is still in its infancy. Pavlovian-to-Instrumental transfer is one paradigm that allows us to investigate such motivational effects of threat cues. Here, we review studies investigating aversive transfer in humans and discuss recent results on the neural circuits mediating Pavlovian-to-Instrumental transfer effects. Finally, we discuss potential limitations of the transfer paradigm and future directions for employing Pavlovian-to-Instrumental transfer for the investigation of motivational effects of fear and anxiety.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Claudia Mazzuca ◽  
Mariagrazia Benassi ◽  
Roberto Nicoletti ◽  
Giuseppe Sartori ◽  
Luisa Lugli

AbstractInfluential lines of research propose dual processes-based explanations to account for both the cognitive cost implied in lying and for that entailed in the resolution of the conflict posited by Simon tasks. The emergence and consistency of the Simon effect has been proved to be modulated by both practice effects and transfer effects. Although several studies provided evidence that the lying cognitive demand may vary as a function of practice, whether and how transfer effects could also play a role remains an open question. We addressed this question with one experiment in which participants completed a Differentiation of Deception Paradigm twice (baseline and test sessions). Crucially, between the baseline and the test sessions, participants performed a training session consisting in a spatial compatibility task with incompatible (condition 1) or compatible (condition 2) mapping, a non-spatial task (condition 3) and a no task one (condition 4). Results speak in favour of a modulation of individual performances by means of an immediate prior experience, and specifically with an incompatible spatial training.


2019 ◽  
Vol 78 ◽  
pp. 103720 ◽  
Author(s):  
Chiara Chillà ◽  
Donato Cereghetti ◽  
Isabelle Cayeux ◽  
Christelle Porcherot ◽  
Sylvain Delplanque ◽  
...  
Keyword(s):  

1966 ◽  
Vol 71 (6) ◽  
pp. 917-920 ◽  
Author(s):  
Joseph A. Bryk ◽  
Donald H. Kausler

1963 ◽  
Vol 12 (3) ◽  
pp. 847-850 ◽  
Author(s):  
Louis E. Price

The aims of the present investigation were to explore the hypothesis that a short anticipation interval in verbal paired-associate learning affects performance rather than learning and to design a procedure suitable for preschool-aged children. One group of Ss received practice on a paired-associate list with a short anticipation interval while another group learned the same list with a longer anticipation interval. When the interval of the former group was increased, they performed as well as the latter group. The results suggest that the number of trials administered in a verbal paired-associate task is a better measure of learning than S's level of performance.


Sign in / Sign up

Export Citation Format

Share Document