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Between-task transfer of learning from spatial compatibility to a color stroop task.

Maddalena Marini¹, Cristina Iani, Roberto Nicoletti

¹Dipartimento di Comunicazione e Economia, Università di Modena e Reggio Emilia, Italy.

Experimental Psychology

|May 20, 2011

Summary

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Practicing incompatible spatial stimulus-response (S-R) mappings can reduce the Simon effect. This learned strategy, however, only transfers to nonspatial tasks like the color Stroop effect when response modalities match.

Area of Science:

Cognitive Psychology
Neuroscience
Human Factors

Background:

The Simon effect demonstrates faster, more accurate responses when stimulus and response spatially correspond, even if irrelevant.
Prior incompatible spatial stimulus-response (S-R) mapping practice can eliminate the Simon effect.
Transfer effects in cognitive tasks suggest the acquisition of generalizable rules.

Purpose of the Study:

To investigate if a learned, spatially incompatible S-R mapping transfers to a nonspatial conflict task (color Stroop).
To determine if transfer effects support a general 'respond to opposite stimulus value' rule.
To examine the influence of response modality on transfer effects.

Main Methods:

Two experiments were conducted using a spatial compatibility task followed by a color Stroop task after a 5-minute delay.

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Experiment 1 involved manual responses (keyboard presses) in both practice and transfer tasks.

Experiment 2 used manual responses in practice and vocal responses in the transfer task.

Main Results:

Spatially incompatible practice significantly reduced the color Stroop effect.
This reduction was observed only when response modalities were consistent (manual-manual).
The results suggest participants developed a strategy of emitting the alternative spatial response.

Conclusions:

Transfer of learned S-R mappings to nonspatial tasks is modality-dependent.
The findings support a response-selection strategy rather than a general abstract rule acquisition.
Understanding S-R compatibility is crucial for designing effective cognitive tasks and interventions.