The contextual cueing effect (CCE) is a phenomenon that shows that our brains can take advantage of invariant contextual information in our environment to help us locate targets or relevant information more efficiently. In a seminal study by Chun and Jiang (1998), participants searched for a target letter “T” among “L” distractors. Unbeknownst to the participants, some trials had repeated configurations, while others had novel ones. Participants found the “T” faster in repeated configurations, showing implicit learning. Classical studies demonstrated learning of only single context-target pairing. However, recent research (Wang et al., 2020) shows that learning could also happen for repeated contexts paired with one of multiple (e.g., 4) target locations. In the current study, we intended to examine such learning at the individual scene level by producing matching target eccentricity between a pair of repeated and novel scenes. We varied the magnitude of four target eccentricities by producing equal spacing (in Experiment 1) or variable spacing (in Experiments 2 and 3) of both repeated and novel scenes. Experiment 1 showed comparable learning for different target locations with different eccentricities except for targets with the smallest eccentricity. In Experiment 2, we compared conditions with targets concentrated on the larger versus smaller eccentricity range in a between-subject design, and we found that at least when the target appeared in a large eccentricity, CCE was larger when the target appeared in the distribution condition with larger eccentricity bias than distribution with low eccentricity bias. However, this trend appeared present even in the classical contextual cueing paradigm with one target paired with one repeated context. In Experiment 3, we performed the same manipulation of eccentricity distribution in the classical contextual cueing paradigm and found the effect seen in Experiment 2 was not robust. These results suggest that when a given target could be paired with multiple repeated contexts, the learning of target-context association is more flexible and can be modulated by the target's location probability. / Thesis / Master of Science (MSc) / Through our daily interactions with the environment, we learn consistent relations between objects. For example, in a classroom with a fixed seating arrangement, the teacher can find a particular student with greater ease after repeated exposures. This type of learning can be demonstrated in laboratory settings through the contextual cueing effect (CCE). When participants encounter repeated search displays, they locate targets faster than if the display was novel. This learning occurs implicitly. Even when the repeated context is paired with multiple possible target locations learning still occurs (Wang et al., 2020). The present studies investigate this multiple target location–context pairing using a paradigm similar to that used by Wang et al.. We ask whether each target location is learned equally well when multiple targets are paired with repeated contexts, and explore if location probability cueing influences the CCE. Our results suggest that participants can learn multiple target locations equally well and may also learn the target's location probability.
Humans interact with their environment daily, learning consistent relationships between objects. For example, in a classroom with a fixed seating arrangement, finding a particular student becomes easier. This type of learning is known as the contextual cueing effect (CCE) in laboratory settings. When participants encounter repeated search displays, they locate targets faster than in novel ones, and this learning occurs implicitly. Recent findings (Wang et al., 2020) show that learning also occurs when a repeated context is paired with one of multiple possible targets, as long as those targets pair with other repeated contexts. The goals of the current studies are to investigate, in the paradigm used by Wang et al. 2020, whether each target location is learned equally well when multiple targets are paired with repeated contexts and to determine if location probability cueing can influence CCE. Our results suggest that participants can learn target locations equally well and may also learn the target's location probability.
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/30299 |
| Date | January 2024 |
| Creators | Chau, Jackie |
| Contributors | Sun, Hong-jin, Psychology |
| Source Sets | McMaster University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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