PDF(Pubmed)
Abstract：
UNASSIGNED: Contextual cueing refers to the phenomenon in which individuals utilize frequently encountered environmental contexts, comprised of distractors, as cues to expedite a target search. Due to the conflict between the widespread occurrence of contextual cue transfer and the observed impact of changing the identity of distractors on contextual cue learning, the content of contextual cue representations remains contentious. Considering the independent nature of contextual cue learning and expression, our proposition is twofold: (1) Contextual cue representations are stimulus-specific, and (2) their expression is highly flexible.
UNASSIGNED: To validate the model, two experiments were conducted. Experiment 1 aimed to confirm the hypothesis that contextual cue representations are stimulus-specific. We manipulated the identity consistency of distractors within repeated scenes during contextual cue learning. Difficulty in contextual cue learning under the identity-changing condition would suggest the necessity of identity within contextual cue representation, indicating the stimulus-specific nature of these representations. Experiment 2 was designed to affirm the conclusion of Experiment 1 and explore the flexibility in the expression of contextual cue representations. This experiment comprised two phases: learning and testing. During the learning phase, participants were exposed to two sets of repeated scenes in different colors under two learning conditions: load and no-load. Working memory load was introduced to interfere with the expression to prevent it from becoming automatic. In the subsequent testing phase, the colors of the two scene sets were interchanged to impede retrieval based on identity. If both load and no-load conditions demonstrate similar levels of contextual cue effects during the testing phase, it implies the flexibility in the expression of contextual cue representations and confirms the conclusion of Experiment 1.
UNASSIGNED: In Experiment 1, a notable contextual cue learning effect was observed under the identity-consistent condition (p = 0.001). However, this effect was not evident under the identity-changing condition (p = 0.286). This finding strongly supports the stimulus-specific nature of contextual cue representation. In Experiment 2, the contextual cueing effect appeared but did not show a significant difference between the two conditions (t(23) = 0.02, p = 0.987, BF10 = 0.215), indicating the cognitive system\'s ability to flexibly redefine retrieval cues. This adaptability aligns with our hypothesis and confirms the high flexibility in the expression process of contextual cue representations and confirms the conclusion of Experiment 1.
UNASSIGNED: To validate the model, two experiments were conducted. Experiment 1 aimed to confirm the hypothesis that contextual cue representations are stimulus-specific. We manipulated the identity consistency of distractors within repeated scenes during contextual cue learning. Difficulty in contextual cue learning under the identity-changing condition would suggest the necessity of identity within contextual cue representation, indicating the stimulus-specific nature of these representations. Experiment 2 was designed to affirm the conclusion of Experiment 1 and explore the flexibility in the expression of contextual cue representations. This experiment comprised two phases: learning and testing. During the learning phase, participants were exposed to two sets of repeated scenes in different colors under two learning conditions: load and no-load. Working memory load was introduced to interfere with the expression to prevent it from becoming automatic. In the subsequent testing phase, the colors of the two scene sets were interchanged to impede retrieval based on identity. If both load and no-load conditions demonstrate similar levels of contextual cue effects during the testing phase, it implies the flexibility in the expression of contextual cue representations and confirms the conclusion of Experiment 1.
UNASSIGNED: In Experiment 1, a notable contextual cue learning effect was observed under the identity-consistent condition (p = 0.001). However, this effect was not evident under the identity-changing condition (p = 0.286). This finding strongly supports the stimulus-specific nature of contextual cue representation. In Experiment 2, the contextual cueing effect appeared but did not show a significant difference between the two conditions (t(23) = 0.02, p = 0.987, BF10 = 0.215), indicating the cognitive system\'s ability to flexibly redefine retrieval cues. This adaptability aligns with our hypothesis and confirms the high flexibility in the expression process of contextual cue representations and confirms the conclusion of Experiment 1.
摘要：
■上下文提示是指个人利用经常遇到的环境上下文的现象，由分心者组成，作为加快目标搜索的线索。由于语境线索转移的广泛发生与观察到的改变干扰者身份对语境线索学习的影响之间存在冲突，上下文线索表示的内容仍然存在争议。考虑到语境线索学习和表达的独立性，我们的命题是双重的：(1)上下文线索表示是特定于刺激的，和（2）他们的表达是高度灵活的。
■为了验证模型，进行了两个实验。实验1旨在证实上下文线索表示是特定于刺激的假设。在上下文线索学习过程中，我们在重复的场景中操纵了干扰者的身份一致性。在身份改变的条件下，情境线索学习的困难将表明情境线索表示中身份的必要性，表明这些表征的刺激特异性。实验2旨在肯定实验1的结论，并探索上下文线索表示表达的灵活性。这个实验包括两个阶段：学习和测试。在学习阶段,参与者在两种学习条件下暴露于两组不同颜色的重复场景：负载和空载。引入了工作记忆加载来干扰表达式，以防止它变得自动。在随后的测试阶段，两个场景集的颜色被互换以阻碍基于身份的检索。如果在测试阶段，负载和空载条件都显示出相似水平的上下文提示效果，它暗示了上下文线索表示表达的灵活性，并证实了实验1的结论。
■在实验1中，在身份一致的条件下观察到显着的上下文线索学习效果（p=0.001）。然而,在身份改变条件下，这种影响并不明显（p=0.286）。这一发现强烈支持了上下文线索表示的刺激特异性。在实验2中，上下文提示效果出现，但在两个条件之间没有显示显着差异（t（23）=0.02，p=0.987，BF10=0.215），表明认知系统灵活重新定义检索线索的能力。这种适应性与我们的假设一致，并证实了上下文线索表示的表达过程中的高度灵活性，并证实了实验1的结论。
■为了验证模型，进行了两个实验。实验1旨在证实上下文线索表示是特定于刺激的假设。在上下文线索学习过程中，我们在重复的场景中操纵了干扰者的身份一致性。在身份改变的条件下，情境线索学习的困难将表明情境线索表示中身份的必要性，表明这些表征的刺激特异性。实验2旨在肯定实验1的结论，并探索上下文线索表示表达的灵活性。这个实验包括两个阶段：学习和测试。在学习阶段,参与者在两种学习条件下暴露于两组不同颜色的重复场景：负载和空载。引入了工作记忆加载来干扰表达式，以防止它变得自动。在随后的测试阶段，两个场景集的颜色被互换以阻碍基于身份的检索。如果在测试阶段，负载和空载条件都显示出相似水平的上下文提示效果，它暗示了上下文线索表示表达的灵活性，并证实了实验1的结论。
■在实验1中，在身份一致的条件下观察到显着的上下文线索学习效果（p=0.001）。然而,在身份改变条件下，这种影响并不明显（p=0.286）。这一发现强烈支持了上下文线索表示的刺激特异性。在实验2中，上下文提示效果出现，但在两个条件之间没有显示显着差异（t（23）=0.02，p=0.987，BF10=0.215），表明认知系统灵活重新定义检索线索的能力。这种适应性与我们的假设一致，并证实了上下文线索表示的表达过程中的高度灵活性，并证实了实验1的结论。
