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Bissett, Patrick G.; Logan, Gordon D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Performance in the stop-signal paradigm involves a balance between going and stopping, and one way that this balance is struck is through shifting priority away from the go task, slowing responses after a stop signal, and improving the probability of inhibition. In 6 experiments, the authors tested whether there is a corresponding shift in…
Descriptors: Inhibition, Probability, Reaction Time, Experimental Psychology
Yamaguchi, Motonori; Logan, Gordon D.; Bissett, Patrick G. – Journal of Experimental Psychology: Human Perception and Performance, 2012
Although dual-task interference is ubiquitous in a variety of task domains, stop-signal studies suggest that response inhibition is not subject to such interference. Nevertheless, no study has directly examined stop-signal performance in a dual-task setting. In two experiments, stop-signal performance was examined in a psychological refractory…
Descriptors: Evidence, Reaction Time, Inhibition, Program Effectiveness
Verbruggen, Frederick; Logan, Gordon D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Response inhibition is a hallmark of cognitive control. An executive system inhibits responses by activating a stop goal when a stop signal is presented. The authors asked whether the stop goal could be primed by task-irrelevant information in stop-signal and go/no-go paradigms. In Experiment 1, the task-irrelevant primes "GO," ###, or "STOP" were…
Descriptors: Inhibition, Responses, Cognitive Processes, Experimental Psychology
Verbruggen, Frederick; Logan, Gordon D. – Journal of Experimental Psychology: Human Perception and Performance, 2009
In the stop-signal paradigm, fast responses are harder to inhibit than slow responses, so subjects must balance speed is the go task with successful stopping in the stop task. In theory, subjects achieve this balance by adjusting response thresholds for the go task, making proactive adjustments in response to instructions that indicate that…
Descriptors: Cues, Models, Second Language Learning, Guessing (Tests)
Arrington, Catherine M.; Logan, Gordon D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
In the voluntary task switching procedure, subjects choose the task to perform on a series of bivalent stimuli, requiring top-down control of task switching. Experiments 1-3 contrasted voluntary task switching and explicit task cuing. Choice behavior showed small, inconsistent effects of external stimulus characteristics, supporting the assumption…
Descriptors: Task Analysis, Experiments, Experimental Psychology, Decision Making