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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Olfactory Context Dependent Memory: Direct Presentation of Odorants
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Ignored visual context does not induce latent learning.

Miguel A Vadillo1, Tamara Giménez-Fernández2, M Pilar Aivar2

  • 1Departamento de Psicología Básica, Facultad de Psicología, Universidad Autónoma de Madrid, 28049, Madrid, Spain. miguel.vadillo@uam.es.

Psychonomic Bulletin & Review
|March 13, 2020
PubMed
Summary
This summary is machine-generated.

Contextual cueing, the ability to find visual targets faster with repeated exposure, requires selective attention. Our research found that attention is essential for both learning and using contextual cueing effects.

Keywords:
Contextual cueingImplicit learningSelective attentionVisual search

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Area of Science:

  • Cognitive Psychology
  • Visual Perception
  • Attention Studies

Background:

  • Contextual cueing enhances visual search speed through repeated display exposure.
  • This effect is often considered automatic, independent of attentional resources.
  • Prior research suggested latent learning, where cueing effects emerge with later attention.

Purpose of the Study:

  • To investigate the role of selective attention in contextual cueing.
  • To test the hypothesis of latent learning in contextual cueing without attention.
  • To determine if attention is necessary for the acquisition and expression of contextual cueing.

Main Methods:

  • Conducted four high-powered, preregistered experiments.
  • Manipulated attentional focus on visual context during learning.
  • Assessed contextual cueing effects under varying attention conditions.

Main Results:

  • None of the experiments supported latent learning without selective attention.
  • Selective attention was crucial for acquiring contextual cueing.
  • Selective attention was also essential for expressing contextual cueing effects.

Conclusions:

  • Selective attention is not optional but fundamental for contextual cueing.
  • The acquisition and expression of contextual cueing depend on attentional engagement.
  • The findings challenge previous notions of automatic, attention-independent contextual learning.