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Related Experiment Video

Updated: Jan 18, 2026

Irrelevant Stimuli and Action Control: Analyzing the Influence of Ignored Stimuli via the Distractor-Response Binding Paradigm

Irrelevant Stimuli and Action Control: Analyzing the Influence of Ignored Stimuli via the Distractor-Response Binding Paradigm

Published on: May 14, 2014

Sources of Stimulus Control in Tests for Emergent Stimulus Relations.

Reagan E McGee¹, Anna Ingeborg Petursdottir¹, Cullen Westerfield¹

¹Texas Christian University.

Journal of the Experimental Analysis of Behavior

|September 9, 2025

Summary

This summary is machine-generated.

Disrupting verbal mediation did not impact intraverbal naming task performance. However, disrupting visual imagery slowed responses for participants trained in naming before intraverbal skills (IT groups).

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Last Updated: Jan 18, 2026

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Area of Science:

Behavioral Psychology
Cognitive Science
Language Acquisition

Background:

Understanding the mechanisms of verbal behavior is crucial for learning.
The role of different mediation strategies (verbal and visual) in learning is not fully understood.
Intraverbal naming tasks assess the ability to associate words with objects or concepts.

Purpose of the Study:

To investigate how disrupting verbal and visual mediation affects performance in intraverbal naming tasks.
To compare the effects of different training sequences (tact instruction first vs. intraverbal instruction first) on mediation disruption.
To determine if verbal or visual mediation plays a more significant role in intraverbal naming acquisition.

Main Methods:

Two experiments were conducted involving participants in different training sequences: tact instruction prior to intraverbal instruction (TI) and intraverbal instruction prior to tact instruction (IT).
Experiment 1 disrupted verbal mediation during an image-matching test.
Experiment 2 disrupted visual imagery during intraverbal training.

Main Results:

Disrupting verbal mediation during testing did not show differential effects based on the training sequence.
Disrupting visual imagery during intraverbal training significantly affected response speed in the IT group.
Results suggest that verbal behavior at test can aid correct responding.

Conclusions:

While verbal behavior may support performance, alternative stimulus control sources are available when names are learned before intraverbal training.
Visual mediation appears to be a more critical factor for participants trained with intraverbal instruction preceding tact instruction.
The findings highlight the complex interplay between different mediation strategies and training orders in language learning.