Oculomotor task switching: alternating from a nonstandard to a standard response yields the unidirectional prosaccade switch-cost

2014 ◽  
Vol 112 (9) ◽  
pp. 2176-2184 ◽  
Author(s):  
Jeffrey Weiler ◽  
Matthew Heath

The completion of an antisaccade (i.e., a nonstandard task) lengthens the reaction time (RT) of a subsequent prosaccade: a behavioral phenomenon termed the unidirectional prosaccade switch-cost. One explanation for the unidirectional prosaccade switch-cost is suppressing a stimulus-driven prosaccade during the preceding antisaccade trial engenders a residual inhibition of the oculomotor networks that support prosaccade planning (i.e., the oculomotor inhibition hypothesis). Alternatively, the unidirectional prosaccade switch-cost may reflect the persistent activation of the antisaccade's nonstandard task rules (i.e., task set), which delays the planning of the next prosaccade (i.e., task-set inertia hypothesis). To determine which hypothesis provides the most parsimonious account for the unidirectional prosaccade switch-cost, participants alternated between pro- and antisaccades wherein task instructions (i.e., pro- and antisaccade) were provided before (i.e., classic cuing) or concurrent (i.e., delayed cuing) with response cuing. Importantly, pro- and antisaccades elicited via the delayed cuing condition required the suppression of a stimulus-driven prosaccade at response cuing (i.e., response suppression) to discern the appropriate to-be-performed task. Results showed that classic and delayed antisaccades, but not delayed prosaccades, lengthened the RT of subsequent prosaccades. That delayed prosaccades, which require response suppression for their successful execution, did not lengthen the RT of subsequent prosaccades indicates that the oculomotor inhibition hypothesis does not account for the unidirectional prosaccade switch-cost. Instead, the current findings are in line with the assertion that the task set associated with a nonstandard antisaccade persists inertially and delays the planning of a subsequent prosaccade (i.e., task-set inertia hypothesis).

2019 ◽  
Vol 237 (5) ◽  
pp. 1195-1203 ◽  
Author(s):  
Benjamin Tari ◽  
Mohammed A. Fadel ◽  
Matthew Heath

2015 ◽  
Vol 278 ◽  
pp. 323-329 ◽  
Author(s):  
Jeffrey Weiler ◽  
Cameron D. Hassall ◽  
Olave E. Krigolson ◽  
Matthew Heath

2013 ◽  
Vol 221 (1) ◽  
pp. 61-62 ◽  
Author(s):  
André Vandierendonck

The n-2 repetition cost has been explained by persisting inhibition of a previously valid task set which dissipates over time. This account has two implications, namely that the switch cost decreases with the number of tasks involved in switching and that the cost should also be observed in switching between two tasks. Neither of these implications is supported by empirical evidence. An alternative view is briefly discussed.


PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e10988
Author(s):  
Li Zhao ◽  
Saisai Hu ◽  
Yingying Xia ◽  
Jinyu Li ◽  
Jingjing Zhao ◽  
...  

Previous studies have found that inhibiting a task set plays an important role in task switching. However, the impact of stimulus–response (S–R) complexity on this inhibition processing has not been explored. In this study, we applied the backward inhibition paradigm (switching between tasks A, B, and C, presented in sets of three) in order to investigate inhibition performance under different S–R complexities caused by corresponding S–R mappings. The results showed that the difficult condition resulted in a greater switch cost than the moderate and easy conditions. Furthermore, we found a significant n−2 repetition cost under the easy S–R complexity that was reversed under the difficult S–R complexity. To verify stability of the reversed n−2 repetition cost in the difficult condition, we recruited another independent sample to conduct an additional experiment with the difficult condition. These results replicated the reversed n−2 repetition cost. These findings suggest that S–R complexity affects task-set inhibition in task switching because the effect of the task-set inhibition was insignificant when the S–R complexity increased; it was only significant under the easy condition. This result was caused by the different cognitive resource assignments.


2013 ◽  
Vol 221 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Kerstin Jost ◽  
Wouter De Baene ◽  
Iring Koch ◽  
Marcel Brass

The role of cue processing has become a controversial topic in research on cognitive control using task-switching procedures. Some authors suggested a priming account to explain switch costs as a form of encoding benefit when the cue from the previous trial is repeated and hence challenged theories that attribute task-switch costs to task-set (re)configuration. A rich body of empirical evidence has evolved that indeed shows that cue-encoding repetition priming is an important component in task switching. However, these studies also demonstrate that there are usually substantial “true” task-switch costs. Here, we review this behavioral, electrophysiological, and brain imaging evidence. Moreover, we describe alternative approaches to the explicit task-cuing procedure, such as the usage of transition cues or the task-span procedure. In addition, we address issues related to the type of cue, such as cue transparency. We also discuss methodological and theoretical implications and argue that the explicit task-cuing procedure is suitable to address issues of cognitive control and task-set switching.


2017 ◽  
Vol 225 (2) ◽  
pp. 146-156 ◽  
Author(s):  
Ivar Bråten ◽  
Andreas Lien ◽  
John Nietfeld

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.


Sign in / Sign up

Export Citation Format

Share Document