Kognitive Aufgabenrepräsentation: Input-Output (I-O) Modalitätskompatibilität als Determinante von Aufgaben-Interferenz
Final Report Abstract
Our project on examining the input-output modality compatibility (IOMC) effects in task switching showed interesting and important new results. The data indicates that the notion of modality mappings of stimuli and responses play an important role in task switching and thus during cognitive control. This pattern of results was observed with different input and output modalities and different measures of cognitive control. The data of these studies led us to put forward a novel account for explaining modality-specific effects in task switching. In the novel account for IOMC effects, we propose that the anticipatory effect of the response modality influences response selection to the point that a difference in cognitive control can be observed. Taken together, the results obtained in this DFG-funded project have contributed substantially to our understanding of mechanisms in cognitive control investigated by using the task-switching paradigm. Specifically, the present research program has advanced our understanding of modality-specific influences of task switching.
Publications
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(2010). Central crosstalk in task switching – Evidence from manipulating input-output modality compatibility. Journal of Experimental Psychology: Learning, Memory, & Cognition, 36, 1075-1081
Stephan, D. N., & Koch, I.
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(2011). The role of input-output modality compatibility in task switching. Psychological Research, 75, 491-498
Stephan, D. N., & Koch, I.
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(2013). Task switching, modality compatibility, and the supramodal function of eye movements. Experimental Psychology, 60, 90-99
Stephan, D. N., Koch, I., Hendler, J., & Huestegge, L.
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Tactile stimuli increase effects of modality compatibility in task switching. Experimental Psychology, (2015), 62, pp. 276-284
Stephan, D. N., & Koch, I.
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Modality-specific effects on crosstalk in task switching: evidence from modality compatibility using bimodal stimulation. Psychological Research, November 2016, Volume 80, Issue 6, pp 935–943
Stephan, D. N., & Koch, I.
