On the Assimilation of Instructions: Stimulus-response Associations are Implemented but not Stimulus-task Associations [0.03%]
关于指令同化：刺激-反应联结得以实现但刺激-任务联结则没有
Baptist Liefooghe,Frederick Verbruggen
Baptist Liefooghe
The assimilation of instructions consists of two stages. First, a task model is formed on the basis of instructions. Second, this model is implemented, resulting in highly accessible representations, which enable reflexive behavior that gui...
Does Learning Influence the Detection of Signals in a Response-Inhibition Task? [0.03%]
学习对反应抑制任务信号检测的影响
Maisy Best,Frederick Verbruggen
Maisy Best
Learning can modulate various forms of action control, including response inhibition. People may learn associations between specific stimuli and the acts of going or stopping, influencing task performance. The present study tested whether p...
Fang Zhao,Robert Gaschler,Lisa Schneider et al.
Fang Zhao et al.
The constraints in overlapping response selection have been established in dual-tasking studies with random sequence of stimuli and responses as well as random stimulus onset asynchrony (SOA). While this approach makes it possible to contro...
Steven Verheyen,Elisabeth Droeshout,Gert Storms
Steven Verheyen
Individual differences in semantic categorization are commonplace. Individuals apply a word like SPORTS to different instances because they employ different conditions for category membership (vagueness in criteria) or because they differ r...
How Many Participants Do We Have to Include in Properly Powered Experiments? A Tutorial of Power Analysis with Reference Tables [0.03%]
如何确定合适的被试量：含参考表的统计功效分析教程
Marc Brysbaert
Marc Brysbaert
Given that an effect size of d = .4 is a good first estimate of the smallest effect size of interest in psychological research, we already need over 50 participants for a simple comparison of two within-participants conditions if we want to...
A Database of Dutch-English Cognates, Interlingual Homographs and Translation Equivalents [0.03%]
荷兰英语同源词、语言异体词及翻译对应词数据库
Eva D Poort,Jennifer M Rodd
Eva D Poort
To investigate the structure of the bilingual mental lexicon, researchers in the field of bilingualism often use words that exist in multiple languages: cognates (which have the same meaning) and interlingual homographs (which have a differ...
Within-Subject Performance on a Real-Life, Complex Task and Traditional Lab Experiments: Measures of Word Learning, Raven Matrices, Tapping, and CPR [0.03%]
单个主体在复杂现实任务和传统实验室实验中的表现：单词习得、瑞文推理测验、手指敲击以及CPR之衡量方法
Florian Sense,Sarah Maaß,Kevin Gluck et al.
Florian Sense et al.
In this data report, we describe a three-session experiment spanning six months. Several well-controlled laboratory tasks (Word Learning, Raven Matrices, and Tapping) and Cardiopulmonary Resuscitation (CPR), a complex but well-defined real-...
How Not to Fall for the White Bear: Combined Frequency and Recency Manipulations Diminish Negation Effects on Overt Behavior [0.03%]
如何避免“白熊”效应：频率和新颖性操纵结合可以减少否定对行为的影响
Robert Wirth,Wilfried Kunde,Roland Pfister
Robert Wirth
Processing negated mental representations comes with a price: Not only are negations harder to resolve than affirmative statements, but they may even invoke ironic effects, producing the exact opposite of the intended outcome. Negation effe...
How Does the (Re)Presentation of Instructions Influence Their Implementation? [0.03%]
指令的（再）呈现方式是如何影响其实施效果的？
Cai S Longman,Baptist Liefooghe,Frederick Verbruggen
Cai S Longman
Instructions are so effective that they can sometimes affect performance beyond the instructed context. Such 'automatic' effects of instructions (AEI) have received much interest recently. It has been argued that AEI are restricted to relat...
Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy [0.03%]
学习现象之间的分离并不需要多种学习过程：关于即将呈现的刺激的指示性说明会不同地影响喜好和预期
Jan De Houwer,Simone Mattavelli,Pieter Van Dessel
Jan De Houwer
Prior research showed that the degree of statistical contingency between the presence of stimuli moderates changes in expectancies about the presence of those stimuli (i.e., expectancy learning) but not changes in the liking of those stimul...