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The Simon task is well-known for showing robust effects of task-irrelevant features such as spatial features on performance. However, this effect has been shown to be influenced by various manipulations regarding spatial as well as other features. Recently, modulated Simon effects were reported when using for instance verbal stimulus material next to horizontal and vertical stimulus arrangements (Gade et al. 2020). Here we set out to investigate yet another potentially influential variable namely implied agency as operationalized by self-prioritization. The effect of self-prioritization (Sui et al. 2012) reveals that self-related information is processed faster and more accurately in perceptual-matching tasks. Yet, being the causal agent creating an action effect has also been shown to affect the Simon effect (Hommel 1993). This experiment aims at investigating whether implied agency information modulates the Simon effect. To this end a stick figure manikin holding a colorful ball in its left or right hand will be augmented with labels (“me”, ”friend” or ”colleague”). This task will be carried out in a vertical and horizontal layout of the Simon task. The current study investigates the influence of implied agency in both stimulus setups of the Simon task.

In this follow up project of Gade et al., 2019 we plan to investigate the impact of number of episodes for the influence of inner speech on the Simon effect and its inversion in vertical orientation. To this end, we doubled the number of episodes (from 8 to 16) and presented a nested horizontal and vertical classification task within a horizontal and vertical Simon task.

In this project we investigate the impact of stimulus material and stimulus configuration for the choice of action control mode

In our study, we plan to investigate the anticipatory eye movements and corresponding processes of proactive monitoring dependent on task switch frequency, task sequence, cue-target interval (CTI), and task-rule congruency. We argue that proactive control will rely on task-sets, benefit from preparation time and less so from congruency in case of high switching frequency. When switching frequency is low, participants will rely less on task-sets as indicated by larger congruency effects, higher switch costs, and reduced preparation benefits.

In most attentional-control tasks, incongruent trials (i.e., trials with a conflict between two responses) are intermixed with congruent trials (i.e., trials without conflict). Typically, performance is slower and more error-prone on incongruent trials than on congruent trials. This congruency effect has been found to be smaller after incongruent trials than after congruent trials. This finding-labeled the congruency sequence effect (CSE)-has been assumed to reflect a dynamic adjustment of attentional control, which enables participants to enhance goal-relevant features and to inhibit irrelevant features. Only a few studies have investigated the impact of aging on the CSE, and their results are mixed. Compared to young adults, older adults were found to show a similar CSE, no CSE, a larger CSE, or a smaller CSE. This discrepancy in results has been interpreted as the consequence of using different tasks. To test for this, we conducted new analyses on 9 tasks-the color Stroop, number Stroop, arrow flanker, letter flanker, Simon, global-local, positive compatibility, and negative compatibility task-from our previous study (Rey-Mermet, Gade, & Oberauer, 2018). Both a null-hypothesis significance testing approach and a Bayesian hypothesis testing approach showed a similar CSE in both age groups for most tasks. Only in the Stroop tasks, the CSE was larger for older adults. These results are incompatible with the hypothesis of a general age-related deficit in attentional control. At the same time, they question the construct validity of the CSE. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Two seemingly counterintuitive phenomena – asymmetrical language switch costs and the reversed language dominance effect – prove to be particularly controversial in the literature on language control. Asymmetrical language switch costs refer to the larger costs for switching into the dominant language compared to switching into the less dominant language, both relative to staying in either one language. The reversed language dominance effect refers to longer reaction times when in the more dominant of the two languages in situations that require frequent language switching (i.e., mixed-language blocks). The asymmetrical language switch costs are commonly taken as an index for processes of transient, reactive inhibitory language control, whereas the reversed language dominance effect is taken as an index for sustained, proactive inhibitory language control. In the present meta-analysis, we set out to establish the empirical evidence for these two phenomena using a Bayesian linear mixed effects modelling approach. Despite the observation of both phenomena in some studies, our results suggest that overall, there is little evidence for the generality and robustness of these two effects, and this holds true even when conditions – such as language proficiency and preparation time manipulations – were included as moderators of these phenomena. We conclude that asymmetrical switch costs and the reversed language dominance effect are important for theory development, but their utility for theory testing is limited due to their lack of robustness and the absence of confirmed moderatory variables.

Journal of cognition 4(1), 55 (2021). doi:10.5334/joc.186, Published by Ubiquity Press, London

Cues help in retrieving and implementing task-sets, that are actual representations of the to-be performed task in working memory. However, whereas previous studies revealed that the effectiveness of selecting and implementing task-sets based on cues depends on the type of cue (i.e., transparent words vs. arbitrary shapes), it is still unclear which characteristics of cues are responsible for these differences and whether the impact of the cue is bound to task-set retrieval only or also impacts task-set representations. For instance, the amount of interference during actual task performance has been reported to alter dependent on cue type as do preparation gains such as the reduction of switch cost. To investigate the effectiveness of cue characteristics (i.e., cue transparency and cue format), we manipulated those within- and between-participants in three experiments. Main dependent measures were switch costs in reaction times and error rates that occur when participants have to switch task-sets, and thus update working memory content. Our results consistently show beneficial effects of transparent cues for the reduction of switch cost. The influence of cue format was manifest in within-participants manipulation only and was mainly found in error rates. Overall, our data suggest that the amount of interference experienced in actual task performance can be significantly modulated dependent on cue type, suggesting flexible adaptation of the cognitive system to contextual information.

The present study investigated mechanisms of adaptive cognitive control in working memory (WM). WM is conceived as a system for short-term maintenance, updating and manipulation of representations required for goal-directed action. Adaptive control refers to the finding of flexible adjustments of control processes based on conflict. For instance, a higher frequency of incongruent stimuli, that is, stimuli evoking conflicting response tendencies, leads to a higher level of cognitive control as reflected by smaller congruency effects (i.e., the difference between congruent and incongruent items). Likewise, conflict on the previous trial leads to a higher level of cognitive control on the current trial. To investigate adaptive control in WM, we used a modified Sternberg paradigm. Participants memorized two differently colored lists of four digits (i.e., 2 5 7 1), in which corresponding positions in both lists contained the same digits (congruent items) or different digits (incongruent items). Participants were required to make a match/mismatch judgement (Experiment 1 and 2) or to recollect the correct digit at a probed position in one of the two lists (Experiment 3). In all experiments, we could replicate both hallmark effects of adaptive control, the proportion congruency effect, and the congruency sequence effect. Our results strongly support the assumption that WM representations can be dynamically adapted based on the amount of conflict, and that adaptive control of WM follows the same principles that have previously been shown for selective attention.

Cognitive flexibility enables the rapid change in goals humans want to attain in everyday life as well as in professional contexts, e.g., as musicians. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification tasks and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated through two empirical markers, namely switch costs and n-2 repetition costs. In this study, we assessed both effects in a pre-instructed task-sequence paradigm. Our aim was to assess the transfer of musical training to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Goldsmiths Musical Sophistication Index. We found switch costs that were not significantly influenced by the degree of musical training. N-2 repetition costs were small for all levels of musical training and not significant. Musical training did not influence performance to a remarkable degree and did not affect markers of mechanisms underlying cognitive flexibility, adding to the discrepancies of findings on the impact of musical training in non-music-specific tasks.

In the Simon task, participants perform a decision on non-spatial features (e.g., stimulus color) by responding with a left or right key-press to a stimulus presented on the left or right side of the screen. In the flanker task, they classify the central character while ignoring the flanking characters. In each task, there is a conflict between the response-relevant features and the response-irrelevant features (i.e., the location on the screen for the Simon task, and the flankers for the flanker task). Thus, in both tasks, resolving conflict requires to inhibit irrelevant features and to focus on relevant features. When both tasks were combined within the same trial (e.g., when the row of characters was presented on the left or right side of the screen), most previous research has shown an interaction. In the present study, we investigated whether this interaction is affected by a multiplicative priming of the correct response occurring when both Simon and flanker irrelevant features co-activate the correct response (Exp. 1), a spatial overlap between Simon and flanker features (Exp. 2), and the learning of stimulus-response pairings (Exp. 3). The results only show an impact of multiplicative priming.

The purpose of the present study was to determine whether responding to multiple concurrent conflicts results in a simultaneous or sequential conflict resolution. To this end, we measured event-related potentials (ERPs) in a paradigm combining a Stroop and a flanker task. In this paradigm, participants were asked to respond to the color of the central letter while ignoring the meaning of the word (Stroop task) and the color of the flanking letters (flanker task). Trials were either incongruent (i.e., inducing a conflict between two response alternatives) or congruent (i.e., inducing no response conflict) in both tasks, or incongruent in one task and congruent in the other task. The behavioral results showed a smaller Stroop congruency effect (i.e., a smaller difference between Stroop incongruent and congruent trials) for flanker incongruent than for flanker congruent trials, replicating previous findings. The ERP results showed that an early ERP component (i.e., P2) was associated with the resolution of the flanker conflict, whereas a later component (i.e., N450) was associated with the resolution of the Stroop conflict. Together, these findings emphasize a sequential organization of conflict resolution processes in the brain which is adaptive when facing multiple concurrent conflicts.

It is assumed that we recruit cognitive control (i.e., attentional adjustment and/or inhibition) to resolve two conflicts at a time, such as driving towards a red traffic light and taking care of a near-by ambulance car. A few studies have addressed this issue by combining a Simon task (which required responding with left or right key-press to a stimulus presented on the left or right side of the screen) with either a Stroop task (which required identifying the color of color words) or a Flanker task (which required identifying the target character among flankers). In most studies, the results revealed no interaction between the conflict tasks. However, these studies include a small stimulus set, and participants might have learned the stimulus-response mappings for each stimulus. Thus, it is possible that participants have more relied on episodic memory than on cognitive control to perform the task. In five experiments, we combined the three tasks pairwise, and we increased the stimulus set size to circumvent episodic memory contributions. The results revealed an interaction between the conflict tasks: Irrespective of task combination, the congruency effect of one task was smaller when the stimulus was incongruent for the other task. This suggests that when two conflicts are presented concurrently, the control processes induced by one conflict source can affect the control processes induced by the other conflict source.

Abstract. Working memory (WM) is a key predictor of academic success. Therefore, standardized tools for measuring WM are of critical importance. So far, WM tests in the German-speaking research community require one-to-one instruction, making WM assessment time- and resource-consuming. To ease assessment of WM, a tablet-based, group-administrable application for German-speaking children and adolescents was developed. The aim of the current study was to investigate the applicability, reliability, and validity of the word span, Corsi block, and word span backward tasks of the newly designed application for use with primary and secondary school children. The results indicated good internal consistency and satisfactory test–retest reliability for all three tasks. In addition, the results provide some indication of content and concurrent validity. We conclude that the application is a promising tool for the assessment of WM and has the potential for resource-saving collection of developmental data in large-scale studies.

Inhibition is often conceptualized as a unitary construct reflecting the ability to ignore and suppress irrelevant information. At the same time, it has been subdivided into inhibition of prepotent responses (i.e., the ability to stop dominant responses) and resistance to distracter interference (i.e., the ability to ignore distracting information). The present study investigated the unity and diversity of inhibition as a psychometric construct, and tested the hypothesis of an inhibition deficit in older age. We measured inhibition in young and old adults with 11 established laboratory tasks: antisaccade, stop-signal, color Stroop, number Stroop, arrow flanker, letter flanker, Simon, global-local, positive and negative compatibility tasks, and n-2 repetition costs in task switching. In both age groups, the inhibition measures from individual tasks had good reliabilities, but correlated only weakly among each other. Structural equation modeling identified a 2-factor model with factors for inhibition of prepotent responses and resistance to distracter interference. Older adults scored worse in the inhibition of prepotent response, but better in the resistance to distracter interference. However, the model had low explanatory power. Together, these findings call into question inhibition as a psychometric construct and the hypothesis of an inhibition deficit in older age. (PsycINFO Database Record

Working memory (WM) holds and manipulates representations for ongoing cognition. Oberauer (Psychology of Learning and Motivation, 51, 45–100, 2009) distinguishes between two analogous WM sub-systems: a declarative WM which handles the objects of thought, and a procedural WM which handles the representations of (cognitive) actions. Here, we assessed whether analogous effects are observed when participants switch between memory sets (declarative representations) and when they switch between task sets (procedural representations). One mechanism assumed to facilitate switching in procedural WM is the inhibition of previously used, but currently irrelevant task sets, as indexed by n-2 task-repetition costs (Mayr & Keele, Journal of Experimental Psychology: General, 129(1), 4–26, 2000). In this study we tested for an analogous effect in declarative WM. We assessed the evidence for n-2 list-repetition costs across eight experiments in which participants switched between memory lists to perform speeded classifications, mental arithmetic, or a local recognition test. N-2 list-repetition costs were obtained consistently in conditions assumed to increase interference between memory lists, and when lists formed chunks in long-term memory. Further analyses across experiments revealed a substantial contribution of episodic memory to n-2 list-repetition costs, thereby questioning the interpretation of n-2 repetition costs as reflecting inhibition. We reanalyzed the data of eight task-switching experiments, and observed that episodic memory also contributes to n-2 task-repetition costs. Taken together, these results show analogous processing principles in declarative and procedural WM, and question the relevance of inhibitory processes for efficient switching between mental sets.