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Associatively mediated stopping: Training stimulus-specific inhibitory control.

William A Bowditch1, Frederick Verbruggen2, Ian P L McLaren2

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Inhibitory control training can automate responses. This study shows that stimulus-stop associations enhance reaction time learning but not response inhibition itself, suggesting training may benefit from reduced stimulus-stop contingency.

Keywords:
Associative learningInhibitory controlResponse inhibitionStimulus-specific trainingStop-signal training

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Area of Science:

  • Cognitive Psychology
  • Neuroscience

Background:

  • Response inhibition is typically viewed as a deliberate cognitive control process.
  • Emerging research indicates that repeated stimulus-response pairings can lead to automatized inhibition.
  • Limited understanding exists regarding the associative structures underlying stimulus-specific inhibitory training.

Purpose of the Study:

  • To investigate the associations formed during stop-signal training.
  • To differentiate between indirect stop-signal priming and direct stop-response activation.
  • To explore how stimulus-stop associations influence inhibitory control learning.

Main Methods:

  • A novel paradigm pairing colored cues with stop signals was employed.
  • Stimulus-stop contingencies were manipulated to favor specific association types.
  • Effects on commission errors, reaction times, and response probabilities were measured.

Main Results:

  • Cues consistently paired with stopping reduced commission errors and slowed reaction times.
  • Strengthening stimulus-stop associations enhanced stop learning effects on reaction times.
  • These strengthened associations did not significantly impact response probabilities.

Conclusions:

  • Inhibitory control training involves both perceptual priming and inhibitory processes.
  • Learned stimulus-stop associations primarily impact reaction time adjustments.
  • Optimizing inhibitory training may involve reducing the contingency between stimuli and stop signals.