Biomedical subjects

Benjamin A Clegg

Publications and source records attributed to Benjamin A Clegg.

4 recordsLinked to original sources

PubMed2005

Stimulus and response chunking in the Hebb Digits task.

Using the Hebb Digits task, an incidental sequential learning paradigm, the effects of chunking of both the presentation and response phases of performance were examined. In the first experiment, consistent stimulus chunking increased learning, and performance was at an equivalent level to this when consistent chunking of both stimuli and responses was present. Consistent chunking of the responses alone did not significantly improve learning over a baseline condition where neither stimuli nor responses were chunked. The disruption of response organization in a second experiment, through a random response condition, failed to impact learning in non-chunked and stimulus chunked conditions. A third experiment found that response chunking did benefit learning in a condition where stimuli were presented in random chunks. A final experiment suggested extended processing of the digits could not account for performance gains in the stimulus chunking condition. Overall, the results suggest that the enhanced effects of chunking on learning were stimulus-driven rather than response-driven, except under conditions that constrained a consistent pattern of stimulus organization.

Communication↗

PubMed2005

Stimulus-specific sequence representation in serial reaction time tasks.

Some recent evidence has favoured purely response-based implicit representation of sequences in serial reaction time tasks. Three experiments were conducted using serial reaction time tasks featuring four spatial stimuli mapped in categories to two responses. Deviant items from the expected sequence that required the expected response resulted in increased response latencies. The findings demonstrated a stimulus-specific form of representation that operates in the serial reaction time task. No evidence was found to suggest that the stimulus-specific learning was contingent on explicit knowledge of the sequence. Such stimulus-based learning would be congruent with a shortcut within an information-processing framework and, combined with other research findings, suggests that there are multiple loci for learning effects.

Adult↗

PubMed2005

Interruption management: the use of attention-directing tactile cues.

Previous research has suggested that providing informative cues about interrupting stimuli aids management of multiple tasks. However, auditory and visual cues can be ineffective in certain situations. The objective of the present study was to explore whether attention-directing tactile cues aid or interfere with performance. A two-group posttest-only randomized experiment was conducted. Sixty-one participants completed a 30-min performance session consisting of aircraft-monitoring and gauge-reading computer tasks. Tactile signals were administered to a treatment group to indicate the arrival and location of interrupting tasks. Control participants had to remember to visually check for the interrupting tasks. Participants in the treatment group responded to more interrupting tasks and responded faster than did control participants. Groups did not differ on error rates for the interrupting tasks, performance of the primary task, or subjective workload perceptions. In the context of the tasks used in the present research, tactile cues allowed participants to effectively direct attention where needed without disrupting ongoing information processing. Tactile cues should be explored in a variety of other visual, interrupt-laden environments. Potential applications exist for aviation, user-interface design, vigilance tasks, and team environments.

Adult↗

PubMed2004

Effector dependent sequence learning in the serial RT task.

At least five earlier studies could not find effector-dependent learning in the keying version of the serial reaction time (RT) task. Experiment 1 examined whether effector-dependent learning occurs when participants practice the serial RT task with three fingers of one hand for about 1,300 sequence repetitions instead of the more common 50-100 repetitions. The results confirm that, following extended practice, sequence learning produces an effector-dependent component. Specifically, an unpracticed hand executed a practiced sequence slower than a practiced hand. However, Experiment 2 showed that effector-dependent sequence learning develops only when fingers of one hand are used, suggesting that effector-dependent sequence learning involves adjustment to the mechanical interactions between the fingers of one hand. In addition, when sequences had been practiced with one hand, mirror versions of the practiced sequences in both experiments showed moderate transfer. But when practiced with two hands no transfer to a mirrored version of the sequence was observed. This suggests that only practice with one hand produces a representation that facilitates the execution of mirror sequences. Generally, the same results were found in more or less aware participants, congruent with the idea that the effector-dependent representation and the representation allowing transfer to mirror sequences are implicit.

Adult↗