Publikation: How Value Shapes Attention and Response Selection
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Value-driven attentional capture describes the phenomenon that a stimulus whose presence signaled the possibility to earn a reward or to suffer a loss in the past can interfere with performance by distracting attention (see Anderson, 2016, for a review). In research so far, the focus was on the distracting effect of established stimulus-value associations (e.g., Anderson et al., 2011a, 2011b; Roper et al., 2014) and less on how these associations are affected by the learning context (but see Anderson, 2015b; Sha & Jiang, 2016). Thus, the present thesis addresses how value-driven effects on attention are affected by specific context factors present during the learning of the association but partly also later if testing the already established association. Additionally, a focus is on the question whether value associations also have an impact on response selection beside attention. Study 1 examined if the difficulty of the search task used for building the association influences whether value-driven effects can already be observed during learning. The results showed that the value association of the target affects the efficiency of finding this target but also processes not directly related to searching the target. Moreover, more pronounced value-driven effects were observed if the task was difficult rather than easy. In the difficult task, the influence of value on performance even increased with response time. In Study 2, the influence of two further factors on value-driven effects were investigated. The first factor was spatial uncertainty concerning the target location and the second factor was the occurrence of response conflicts. It is assumed that adaptation of performance to these conflicts might be based on enhanced associative learning after detecting the conflict (Abrahamse et al., 2016; Verguts & Notebaert, 2008, 2009). Associative learning might therefore be relevant in both adaptation to conflicts and value-driven attentional capture (see Abrahamse et al., 2016; Anderson, 2016; Chelazzi et al., 2013). From this perspective, the enhanced associative learning due to present conflicts might also affect the value-association-learning and related value-driven effects on performance (cf. Braem et al., 2012). The study results showed that value-driven effects were observable in the presence of response conflicts and, even more important, only if it was the first experimental phase, in which these conflicts were present. If participants had already experienced response conflicts previously, no value-driven effects occurred. At least during the learning of the association, in the presence of response conflicts value-driven effects only occurred if it was unpredictable where the value-associated target would emerge. Given that response conflicts might influence value associations and their observable effects on performance via associative learning, value associations in turn could also influence response selection. Accordingly, Study 3 investigated this topic in more detail. As a result, it was shown that the value association of a distractor affects response selection. This not only holds for the associated value being a monetary reward but also for a monetary loss. The three studies show how different factors affect the stimulus-value association and its influence on attention especially during the learning of this association. The studies not only shed more light on the learning of value associations and its consequences. They also show how adaptation to conflicting information due to associative learning (see Abrahamse et al., 2016) affects the influence of value associations on performance and—the other way around—how these value associations affect response selection.
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WALLE, Annabelle, 2022. How Value Shapes Attention and Response Selection [Dissertation]. Konstanz: University of KonstanzBibTex
@phdthesis{Walle2022Value-66052, year={2022}, title={How Value Shapes Attention and Response Selection}, author={Walle, Annabelle}, address={Konstanz}, school={Universität Konstanz} }
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Moreover, more pronounced value-driven effects were observed if the task was difficult rather than easy. In the difficult task, the influence of value on performance even increased with response time. In Study 2, the influence of two further factors on value-driven effects were investigated. The first factor was spatial uncertainty concerning the target location and the second factor was the occurrence of response conflicts. It is assumed that adaptation of performance to these conflicts might be based on enhanced associative learning after detecting the conflict (Abrahamse et al., 2016; Verguts & Notebaert, 2008, 2009). Associative learning might therefore be relevant in both adaptation to conflicts and value-driven attentional capture (see Abrahamse et al., 2016; Anderson, 2016; Chelazzi et al., 2013). From this perspective, the enhanced associative learning due to present conflicts might also affect the value-association-learning and related value-driven effects on performance (cf. Braem et al., 2012). The study results showed that value-driven effects were observable in the presence of response conflicts and, even more important, only if it was the first experimental phase, in which these conflicts were present. If participants had already experienced response conflicts previously, no value-driven effects occurred. At least during the learning of the association, in the presence of response conflicts value-driven effects only occurred if it was unpredictable where the value-associated target would emerge. Given that response conflicts might influence value associations and their observable effects on performance via associative learning, value associations in turn could also influence response selection. Accordingly, Study 3 investigated this topic in more detail. As a result, it was shown that the value association of a distractor affects response selection. This not only holds for the associated value being a monetary reward but also for a monetary loss. The three studies show how different factors affect the stimulus-value association and its influence on attention especially during the learning of this association. The studies not only shed more light on the learning of value associations and its consequences. 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