Beyond stimulus-response rules: Task sets incorporate information about performance difficulty.

Abstract

The capacity for goal-directed behavior relies on the generation and implementation of task sets. While task sets are traditionally defined as mnemonic ensembles linking task goals to stimulus-response mappings, we here asked the question whether they may also entail information about task difficulty: does the level of focus required for performing a task become incorporated within the task set? We addressed this question by employing a cued task-switching protocol, wherein participants engaged in two intermixed tasks with trial-unique stimuli. Both tasks were equally challenging during a baseline and a transfer phase, while their difficulty was manipulated during an intermediate learning phase by varying the proportion of trials with congruent versus incongruent response mappings between the two tasks. Comparing congruency effects between the baseline and transfer phases, Experiment 1 showed that the task with a low (high) proportion of congruent trials in the learning phase displayed reduced (increased) cross-task interference effects in the transfer phase, indicating that the level of task focus required in the learning phase had become associated with each task set. Experiment 2 indicated that strengthening of task focus level in the task with a low proportion of congruent trials was the primary driver of this effect. Experiment 3 ruled out the possibility of cue-control associations mediating this effect. Taken together, our results show that task sets can become associated with the focus level required to successfully implement them, thus significantly expanding our concept of the type of information that makes up a task set. (PsycInfo Database Record (c) 2025 APA, all rights reserved).