Correct responses alleviate the negative evaluation of conflict.

Recent studies have demonstrated that cognitive conflict, as experienced during incongruent Stroop trials, is automatically evaluated as negative in line with theories emphasising the aversive nature of conflict. However, while this is well replicated when people only see the conflict stimuli, results are mixed when participants also respond to stimuli before evaluating them. Potentially, the positive surprise people feel when overcoming the conflict allows them to evaluate the experience as more positive. In this study, we investigated whether task experience can account for contradictory findings in the literature. Across three experiments, we observed that responding to incongruent stimuli was evaluated as negative on the first trials, but this effect disappeared after 32 trials. This contrasted with the results of a fourth experiment showing that the negative evaluation of incongruent trials did not disappear, when participants could not respond to the conflict. A re-analysis of three older experiments corroborated these results by showing that a positive evaluation of conflict only occurred after participants had some experience with the task. These results show that responding to conflict clearly changes its affective evaluation fitting with the idea that creating outcome expectancies (lower expectancies for being correct on incongruent trials) makes the experience of conflict less negative.

Implicit learning in attractiveness evaluation: The role of conformity and analytical processing.

We address the question how people's opinion and features of information interact in the process of indirect social influence. Implicit learning was considered as a mechanism for conformity in social perception. We carried out 2 experiments using a hidden covariation detection paradigm. In a learning phase, participants memorized a set of female photographs presented together with their attractiveness ratings. The ratings correlated with the hairstyle of the photographed women. The participants who did not consciously detect this correlation demonstrated a systematic bias toward the correlation when evaluating the new stimulus persons. Information about the source of the ratings in the learning phase (other people's opinions or nonsocial sources) did not modulate learning. Learning was not observed when participants critically evaluated the ratings during the memorization phase. The study shows that (a) conformity may be based not only on reinforcement learning mechanism (as was previously suggested) but also on unsupervised implicit learning; (b) implicit learning occurs automatically irrespective of the context (social or not); and (c) a critical attitude toward learned material may prevent implicit learning from being manifested in a test phase. We conclude that indirect social influence may be affected by people's opinion toward the provided information. The study contributes to both implicit learning and social perception research. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Role of Motor Activity in Insight Problem Solving (the Case of the Nine-Dot Problem).

Attempts to estimate the contribution made by motor activity to insight problem solving is hindered by a lack of detailed description of motor behavior. The goal of this study was to develop and put to the test a novel method for studying the dynamics of insight problem solving based on a quantitative analysis of ongoing motor activity. As a proper problem model, we chose the nine-dot problem (Maier, 1930), in which solvers had to draw a sequence of connected line segments. Instead of using the traditional pen-and-paper way of solving the nine-dot problem we asked participants to use their index finger to draw line segments on the surface of a tablet computer. We are arguing that successful studying of the role of motor activity during problem solving requires the distinction between its instrumental and functional role. We considered the functional role on the motor activity as closely related to the on-line mode of motor planning. The goal of Experiment 1 was to explore the potential power of the method and, at the same time, to assay the patterns of motor activity related to on-line and off-line modes of motor planning. Experiments 2 and 3 were designed to uncover the potential impact of preliminary motor training on the motor output of successful and unsuccessful problem solvers. In these experiments, we tested hypotheses on how preliminary motor training, which presumably played a functional role in Experiment 2 and an instrumental role in Experiment 3, affects the motor activity of a problem solver and hence their effectiveness in solving the problem. The three experiments showed consistent results. They suggest that successful solving of the nine-dot problem relies upon the functional role of motor activity and requires both off-line and on-line modes of motor planning, with the latter helping to overcome the perceptual constraints imposed by a spatial arrangement of the nine dots. The method that we applied allows for systematic comparison between successful and unsuccessful problem solvers based on the quantitative parameters of their motor activity. Through it, we found new specific patterns of motor activity that differentiate successful and unsuccessful solvers.

A different kind of pain: affective valence of errors and incongruence.

People hiss and swear when they make errors, frown and swear again when they encounter conflicting information. Such error- and conflict-related signs of negative affect are found even when there is no time pressure or external reward and the task itself is very simple. Previous studies, however, provide inconsistent evidence regarding the affective consequences of resolved conflicts, that is, conflicts that resulted in correct responses. We tested whether response accuracy in the Eriksen flanker task will moderate the effect of trial incongruence using affective priming to measure positive and negative affect. We found that responses to incongruent trials elicit positive affect irrespective of their accuracy. Errors, in turn, result in negative affect irrespective of trial congruence. The effects of conflicts and errors do not interact and affect different dimensions of affective priming. Conflicts change the speed of evaluative categorisation while errors are reflected in categorisation accuracy. We discuss the findings in light of the "reward value and prediction" model and the "affect as a feedback for predictions" framework and consider the possible mechanisms behind the divergent effects.

The effect of subjective awareness measures on performance in artificial grammar learning task.

Systematic research into implicit learning requires well-developed awareness-measurement techniques. Recently, trial-by-trial measures have been widely used. However, they can increase complexity of a study because they are an additional experimental variable. We tested the effects of these measures on performance in artificial grammar learning study. Four groups of participants were assigned to different awareness measures conditions: confidence ratings, post-decision wagering, decision strategy attribution or none. Decision-strategy-attribution participants demonstrated better grammar learning and longer response times compared to controls. They also exhibited a conservative bias. Grammaticality by itself was a stronger predictor of strings endorsement in decision-strategy-attribution group compared to other groups. Confidence ratings and post-decision wagering only affected the response times. These results were supported by an additional experiment that used a balanced chunk strength design. We conclude that a decision-strategy-attribution procedure may force participants to adopt an analytical decision-making strategy and rely mostly on conscious knowledge of artificial grammar.

Blame everyone: Error-related devaluation in Eriksen flanker task.

Preferences are determined not only by stimuli themselves but also by the way they are processed in the brain. The efficacy of cognitive processing during previous interactions with stimuli is particularly important. When observers make errors in simple tasks such as visual search, recognition, or categorization, they later dislike the stimuli associated with errors. Here we test whether this error-related devaluation exists in Erisken flanker task and whether it depends on the distribution of attention. We found that both attended stimuli (targets) and ignored ones (distractors) are devaluated after errors on compatible trials but not incompatible ones. The extent of devaluation is similar for targets and distractors, indicating that distribution of attention does not significantly influence the attribution of error-related negative affect. We discuss this finding in light of the possible mechanisms of error-related devaluation.

Seeing "the Dress" in the Right Light: Perceived Colors and Inferred Light Sources.

In the well-known "dress" photograph, people either see the dress as blue with black stripes or as white with golden stripes. We suggest that the perception of colors is guided by the scene interpretation and the inferred positions of light sources. We tested this hypothesis in two online studies using color matching to estimate the colors observers see, while controlling for individual differences in gray point bias and color discrimination. Study 1 demonstrates that the interpretation of the dress corresponds to differences in perceived colors. Moreover, people who perceive the dress as blue-and-black are two times more likely to consider the light source as frontal, than those who see the white-and-gold dress. The inferred light sources, in turn, depend on the circadian changes in ambient light. The interpretation of the scene background as a wall or a mirror is consistent with the perceived colors as well. Study 2 shows that matching provides reliable results on differing devices and replicates the findings on scene interpretation and light sources. Additionally, we show that participants' environmental lighting conditions are an important cue for perceiving the dress colors. The exact mechanisms of how environmental lighting and circadian changes influence the perceived colors of the dress deserve further investigation.