期刊
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY
卷 71, 期 8, 页码 1698-1713出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/17470218.2017.1373834
关键词
Consciousness; learning; attention; masked priming
资金
- Arts and Humanities Research Council [AH/M005933/1]
- Wellcome Trust
- Institute of Philosophy, School of Advanced Study, University of London
- Arts and Humanities Research Council [AH/M005933/1] Funding Source: researchfish
- AHRC [AH/M005933/1] Funding Source: UKRI
Humans have been shown to be capable of performing many cognitive tasks using information of which they are not consciously aware. This raises questions about what role consciousness actually plays in cognition. Here, we explored whether participants can learn cue-target contingencies in an attentional learning task when the cues were presented below the level of conscious awareness and how this differs from learning about conscious cues. Participants' manual (Experiment 1) and saccadic (Experiment 2) response speeds were influenced by both conscious and unconscious cues. However, participants were only able to adapt to reversals of the cue-target contingencies (Experiment 1) or changes in the reliability of the cues (Experiment 2) when consciously aware of the cues. Therefore, although visual cues can be processed unconsciously, learning about cues over a few trials requires conscious awareness of them. Finally, we discuss implications for cognitive theories of consciousness.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据