Load effect of visual working memory on distractor interference: An investigation with two replication experiments.

IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Memory & Cognition Pub Date : 2024-07-22 DOI:10.3758/s13421-024-01610-y
Hasan Gunduz, Arzu Ozkan Ceylan
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Abstract

Konstantinou et al. (Experiment 1B; Attention, Perception, & Psychophysics, 76, 1985-1997, 2014) reported that an increase in visual short-term memory (VSTM) load reduced distractor interference in the flanker task. Yao et al. (Experiment 3; Attention, Perception, & Psychophysics, 82, 3291-3313, 2020) replicated the design of Konstantinou et al.'s experiment and showed that the VSTM load did not modulate the distractor interference effect, contradicting the original findings. However, it is unknown whether differences in task-design between the two experiments contributed to the inconsistent results. Therefore, we first replicated the original two studies with Experiment 1 (N = 54) and Experiment 2 (N = 54) and performed a statistical comparison between the data from these two experiments. In a third experiment (N = 28), we incorporated articulatory suppression into the design to exclude possible effects of verbalization. According to the ANOVA analyses, the VSTM load did not change the level of distractor interference in all three experiments, indicating that differences in task design alone do not explain the inconsistency.

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视觉工作记忆对分心干扰的负载效应:通过两次重复实验进行调查。
Konstantinou等人(实验1B;《注意、知觉与心理物理学》,76,1985-1997,2014年)报告说,视觉短时记忆(VSTM)负荷的增加减少了侧翼任务中的分心干扰。Yao等人(实验3;Attention, Perception, & Psychophysics, 82, 3291-3313, 2020)复制了Konstantinou等人的实验设计,结果表明VSTM负荷并没有调节分心干扰效应,这与最初的研究结果相矛盾。然而,两次实验中任务设计的不同是否导致了结果的不一致,目前还不得而知。因此,我们首先用实验 1(N = 54)和实验 2(N = 54)复制了原来的两项研究,并对这两项实验的数据进行了统计比较。在第三个实验(人数= 28)中,我们在设计中加入了发音抑制,以排除口头表达可能产生的影响。根据方差分析,在所有三个实验中,VSTM 负载并没有改变分心干扰的水平,这表明任务设计的差异本身并不能解释这种不一致性。
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来源期刊
Memory & Cognition
Memory & Cognition PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.40
自引率
8.30%
发文量
112
期刊介绍: Memory & Cognition covers human memory and learning, conceptual processes, psycholinguistics, problem solving, thinking, decision making, and skilled performance, including relevant work in the areas of computer simulation, information processing, mathematical psychology, developmental psychology, and experimental social psychology.
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