Can Contingency Learning Alone Account for Item-Specific Control? Evidence from within- and Between-Language ISPC Effects

The item-specific proportion congruence (ISPC) manipulation (Jacoby, Lindsay, & Hessels, 2003) produces larger Stroop interference for mostly congruent items than mostly incongruent items. This effect has been attributed to dynamic control over word-reading processes. However, proportion congrue...

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Bibliographic Details
Published in:Journal of experimental psychology. Learning, memory, and cognition memory, and cognition, 2012-11, Vol.38 (6), p.1578-1590
Main Authors: Atalay, Nart Bedin, Misirlisoy, Mine
Format: Article
Language:English
Subjects:
Bilingualism
Bilingualism. Multilingualism
Biological and medical sciences
Cognitive Control
Color
Color Perception
Conditioning (Psychology)
Conflict
English (Second Language)
Error Patterns
Evidence
Experimental psychology
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Human
Humans
Interference (Learning)
Language
Learning
Learning Processes
Male
Manipulation
Miscellaneous
Multilingualism
Photic Stimulation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reaction Time
Reading
Reading Processes
Role
Stroop Effect
Stroop Test
Task Analysis
Turkey
Turkish
Vocabulary development
Word Recognition
Young Adult
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Summary:The item-specific proportion congruence (ISPC) manipulation (Jacoby, Lindsay, & Hessels, 2003) produces larger Stroop interference for mostly congruent items than mostly incongruent items. This effect has been attributed to dynamic control over word-reading processes. However, proportion congruence of an item in the ISPC manipulation is completely confounded with response contingency, suggesting the alternative hypothesis, that the ISPC effect is a result of learning response contingencies (Schmidt & Besner, 2008). The current study asks whether the ISPC effect can be explained by a pure stimulus-response contingency-learning account, or whether other control processes play a role as well, by comparing within- and between-language conditions in a bilingual task. Experiment 1 showed that contingency learning for noncolor words was larger for the within-language than the between-language condition. Experiment 2 revealed significant ISPC effects for both within- and between-language conditions; importantly, the effect was larger in the former. The results of the contingency analyses for Experiment 2 were parallel to that of Experiment 1 and did not show an interaction between contingency and congruency. Put together, these sets of results support the view that contingency-learning processes dominate color-word ISPC effects. (Contains 4 tables, 3 figures and 2 footnotes.)
ISSN:0278-7393
1939-1285
DOI:10.1037/a0028458