Domain-specific control for cognitive and emotional conflict: Evidence from the transfer of proportion congruency effects

There is ongoing debate about whether control-related processing related to cognitive conflict and emotional conflict operate independently. This study manipulated the proportion of congruent to incongruent trials to determine the domain specificity or generality of these two types of conflict control. Two experiments were conducted in which spatial Simon conflict was combined with emotional face-word conflict. In Experiment 1, the proportion congruency (PC) of spatial conflict was manipulated, and in Experiment 2, the PC of emotional conflict was manipulated. The aim was to determine whether control-related processes elicited by cognitive or emotional conflict show domain-specific (within cognitive or within emotional control-related effects) or domain-general effects, where control elicited by cognitive conflict benefits emotional control processes and vice versa. Behavioral findings indicated that spatial and emotional conflict exhibited within-domain PC effects. For event-related brain potential (ERP) activity, PC effects were primarily reflected in a late slow potential, rather than an early negativity, suggesting that control-related adjustments impacted conflict resolution rather than conflict detection. Furthermore, the results did not show evidence of PC effects across domains for behavioral or ERP data, indicating that proactive control elicited by PC manipulation does not transfer across cognitive and emotional conflict. This study supports the modular nature of proactive control for processes related to cognitive and emotional control.

Context-specific adaptation for head fakes in basketball: a study on player-specific fake-frequency schedules

In basketball, an attacking player often plays a pass to one side while looking to the other side. This head fake provokes a conflict in the observing opponent, as the processing of the head orientation interferes with the processing of the pass direction. Accordingly, responses to passes with head fakes are slower and result in more errors than responses to passes without head fakes (head-fake effect). The head-fake effect and structurally similar interference effects (e.g., Stroop effect) are modulated by the frequency of conflicting trials. Previous studies mostly applied a block-wise manipulation of proportion congruency. However, in basketball (and also in other team sports), where different individual opponents can be encountered, it might be important to take the individual frequency (e.g., 20% vs. 80%) of these opponents into account. Therefore, the present study investigates the possibility to quickly (i.e., on a trial-by-trial basis) reconfigure the response behavior to different proportions of incongruent trials, which are contingent on different basketball players. Results point out that participants indeed adapted to the fake-frequency of different basketball players, which could be the result of strategic adaptation processes. Multi-level analyses, however, indicate that a substantial portion of the player-specific adaptation to fake frequencies is accounted by episodic retrieval processes, suggesting that item-specific proportion congruency effects can be explained in terms of stimulus-response binding and retrieval: The head orientation (e.g., to the right) of a current stimulus retrieves the last episode with the same head orientation including the response that was part of this last episode. Thus, from a theoretical perspective, an attacking player would provoke the strongest detrimental effect on an opponent if s/he repeats the same head movement but changes the direction of the pass. Whether it is at all possible to strategically apply this recommendation in practice needs still to be answered.

A spatial version of the Stroop task for examining proactive and reactive control independently from non-conflict processes

Conflict-induced control refers to humans' ability to regulate attention in the processing of target information (e.g., the color of a word in the color-word Stroop task) based on experience with conflict created by distracting information (e.g., an incongruent color word), and to do so either in a proactive (preparatory) or a reactive (stimulus-driven) fashion. Interest in conflict-induced control has grown recently, as has the awareness that effects attributed to those processes might be affected by conflict-unrelated processes (e.g., the learning of stimulus-response associations). This awareness has resulted in the recommendation to move away from traditional interference paradigms with small stimulus/response sets and towards paradigms with larger sets (at least four targets, distractors, and responses), paradigms that allow better control of non-conflict processes. Using larger sets, however, is not always feasible. Doing so in the Stroop task, for example, would require either multiple arbitrary responses that are difficult for participants to learn (e.g., manual responses to colors) or non-arbitrary responses that can be difficult for researchers to collect (e.g., vocal responses in online experiments). Here, we present a spatial version of the Stroop task that solves many of those problems. In this task, participants respond to one of six directions indicated by an arrow, each requiring a specific, non-arbitrary manual response, while ignoring the location where the arrow is displayed. We illustrate the usefulness of this task by showing the results of two experiments in which evidence for proactive and reactive control was obtained while controlling for the impact of non-conflict processes.

The role of spatial uncertainty in the context-specific proportion congruency effect

The prime-probe version of the Stroop task has been predominantly used to demonstrate the context-specific proportion congruency (CSPC) effect. In this version, the location of the color is not known until its presentation, creating a spatial uncertainty for the color dimension. We propose that spatial uncertainty plays an important role in observing the CSPC effect. In this study, we investigated the role of spatial uncertainty with two experiments. In Experiment 1 (N = 53), we used a spatially separated version of the Stroop task having spatial uncertainty on the color dimension, and observed a significant CSPC effect. For Experiment 2, we conducted a preregistered prime-probe CSPC experiment with a considerably large sample (N = 128), eliminating the uncertainty of only the color dimension in one condition and both the color and the word dimensions in the other. Results showed that the CSPC effect was not observed in the first condition, while it was very small yet significant in the second condition. The Bayesian approach confirmed frequentist analyses of Experiment 1 and the first condition of Experiment 2. However, in the second condition of Experiment 2, there was no evidence regarding the existence of the CSPC effect. These findings support our claim that the spatial uncertainty of the color dimension, inherent in the prime-probe version Stroop task, contributed to the CSPC effect.

Cognitive control controls the effect of irrelevant stimulus-response learning

Research has established that two cognitive processes, cognitive control and irrelevant stimulus-response (S-R) learning, may underlie the proportion congruency effect, which refers to the findings that the size of interference effects (e.g., the Stroop, Simon, or Eriksen flanker effect) reduces with increasing the proportion of incongruent trials. Further studies have begun to investigate the interaction between these two cognitive processes, which not only provide more plausible accounts for empirical data, but also advance theories. The present study set out to investigate whether cognitive control can modulate the effect of irrelevant S-R learning. In two experiments, we combined a color-letter contingency task, in which we manipulated the contingencies (low vs. high) of irrelevant S-R associations, with a color-Chinese character Stroop task, in which we manipulated the ratio of neutral to incongruent trials (mostly neutral (MN) versus mostly incongruent (MI)). Experiment 1 showed a proportion neutral effect (the Stroop effect was smaller in the MI than in the MN condition), suggesting changes in control demand. Critically, the contingency effect (faster responses in the high- than in the low-contingency condition) reduced in the MI than in the MN condition. Experiment 2 (preregistered) increased the number of Chinese characters to exclude a familiarity account for the proportion neutral effect, which replicated the findings of Experiment 1. These results suggest that cognitive control induced in the Stroop task transferred to the contingency task and modulated the contingency effect. Thus, this study provides clear evidence that cognitive control can modulate the effect of irrelevant S-R learning.

Contingency learning and episodic contributions to the item-specific proportion congruent effect

Several studies have challenged the conflict adaptation account of cognitive control effects, suggesting that they are the result of learning/memory processes independent from control modulation. Some authors have suggested that the item-specific proportion congruent (ISPC) effect (i.e., the smaller congruency effect on items presented frequently in an incongruent combination) is driven by colour-word contingency learning (CL). However, it has recently been suggested that CL can be explained in terms of episodic retrieval of the response given to the last encounter with the same stimulus, with no role of associative learning. This study aims to analyse the independent role of CL and episodic retrieval on the ISPC effect. Experiment 1 showed no effect of control modulation and indicated that, when manipulated independently, learning-driven contingency is modulated by the episodic factor, but it remains significant. Experiments 2 and 3 extended the study of the interplay between learning and recency to the colour-word CL paradigm, finding larger contingency effects on colour words compared with neutral ones and replicating the interaction between CL and episodic retrieval from Experiment 1. Surprisingly, these two experiments also showed control modulation apart from contingency and recency effects in colour words. In sum, our study reveals that the ISPC effect results from the joint contribution of cognitive control, associative learning, and episodic effects.

The location-specific proportion congruence effect: Are left/right locations special?

People reactively adjust attentional control based on the history of conflict experiences at different locations resulting in location-specific proportion compatibility (LSPC) effects. Weidler et al. (2022, Journal of Experimental Psychology: Human Perception and Performance, 48[4], 312-330) found that LSPC effects were larger when stimuli were presented on the horizontal axis (i.e., locations to left and right of fixation) compared with the vertical axis (i.e., locations above and below fixation). They proposed and provided initial evidence suggesting left/right locations may represent a special design feature that leads to stronger LSPC effects (i.e., horizontal precedence account). However, their use of horizontally oriented flanker stimuli, which required participants to traverse through the distracting flankers to select the central target selectively in the horizontal axis condition, may have contributed to the horizontal advantage they observed (i.e., gaze path account). The present study tested competing predictions of these two accounts. Experiment 1 used vertically oriented flanker stimuli and compared the findings with Weidler et al. The LSPC effect was larger for vertically oriented stimuli on the vertical axis, and horizontally oriented stimuli on the horizontal axis, supporting the gaze path account. Experiment 2 used flanker stimuli that required participants to traverse through distracting flankers regardless of the axis on which stimuli were presented. The LSPC effect was equivalent between the vertical axis and horizontal axis conditions. These results further supported the gaze path account and suggest that the critical design feature for amplifying LSPC effects is not left/right locations per se, but rather use of stimuli/axis combinations that encourage processing of the distractor dimension.

A random-object-kinematogram plugin for web-based research: implementing oriented objects enables varying coherence levels and stimulus congruency levels

One of the recent major advances in cognitive psychology research has been the option of web-based in addition to lab-based experimental research. This option fosters experimental research by increasing the pace and size of collecting data sets. Importantly, web-based research profits heavily from integrating tasks that are frequently applied in cognitive psychology into open access software. For instance, an open access random-dot kinematogram (RDK) plugin has recently been integrated into the jsPsych software for web-based research. This plugin allows researchers to implement experimental tasks with varying coherence levels (with that varying task difficulty) of moving dots or varying signal to noise ratios of colored dots. Here, we introduce the random-object kinematogram (ROK) plugin for the jsPsych software which, among other new features, enables researchers to include oriented objects (e.g., triangles or arrows) instead of dots as stimuli. This permits experiments with feature congruency (e.g., upwards-moving triangles pointing upwards) or incongruency (e.g., upwards-moving triangles pointing downwards), allowing to induce gradual degrees of stimulus interference, in addition to gradual degrees of task difficulty. We elaborate on possible set-ups with this plugin in two experiments examining participants' RTs and error rates on different combinations of coherence and congruency levels. Results showed increased RTs and error rates on trials with lower coherence percentages, and on trials with lower congruency levels. We discuss other new features of the ROK plugin and conclude that the possibility of gradually varying the coherence level and congruency level independently from each other offers novel possibilities when conducting web-based experiments.

Dissociating selectivity adjustments from temporal learning-introducing the context-dependent proportion congruency effect

The list-level proportion congruency effect (PCE) and the context-specific PC (CSPC) effect are typical findings in experimental conflict protocols, which competing explanations attribute to different mechanisms. Of these mechanisms, stimulus-unspecific conflict-induced selectivity adjustments have attracted the most interest, from various disciplines. Recent methodological advances have yielded an experimental procedure for entirely ruling out all stimulus-specific alternatives. However, there is a stimulus-unspecific alternative-temporal learning-which cannot even be ruled out as the sole cause of either effect with any established experimental procedure. That is because it is very difficult to create a scenario in which selectivity adjustments and temporal learning make different predictions-with traditional approaches, it is arguably impossible. Here, we take a step towards solving this problem, and experimentally dissociating the two mechanisms. First, we present our novel approach which is a combination of abstract experimental conditions and theoretical assumptions. As we illustrate with two computational models, given this particular combination, the two mechanisms predict opposite modulations of an as yet unexplored hybrid form of the list-level PCE and the CSPC effect, which we term context-dependent PCE (CDPCE). With experimental designs that implement the abstract conditions properly, it is therefore possible to rule out temporal learning as the sole cause of stimulus-unspecific adaptations to PC, and to unequivocally attribute the latter, at least partially, to selectivity adjustments. Secondly, we evaluate methodological and theoretical aspects of the presented approach. Finally, we report two experiments, that illustrate both the promise of and a potential challenge to this approach.

The dominance of item learning in the location-specific proportion congruence paradigm

Prior research has shown that various cues are exploited to reactively adjust attention, and such adjustments depend on learning associations between cues and proportion congruence. This raises the intriguing question of what will be learned when more than one cue is available, a question that has implications for understanding which cue(s) will dominate in guiding reactive adjustments. Evidence from a picture-word Stroop task demonstrated that item learning dominated over location learning in a location-specific proportion congruence (LSPC) paradigm, a pattern that may explain the difficulty researchers have faced in replicating and reproducing the LSPC effect. One goal was to reproduce this pattern using a non-overlapping two-item set design that more closely matched prior studies, and another goal was to examine generalisability of the pattern to two other tasks. Using a prime-probe, colour-word Stroop task (Experiment 1), and a flanker task (Experiment 2), we again found clear dominance of item learning. In Experiment 3, we attempted to disrupt item learning and promote location learning by using a counting procedure that directed participants' attention to location. Once again, we found the same pattern of item dominance. In addition, in none of the experiments did we find evidence for conjunctive (location-item) learning. Collectively, the findings suggest item learning is neither design- or task-specific; rather, it is robust, reliable, and not easily disrupted. Discussion centres on factors dictating dominance of item- over location-based adjustments and implications for the broader literature on LSPC effects.

Accounting for Proportion Congruency Effects in the Stroop Task in a Confounded Setup: Retrieval of Stimulus-Response Episodes Explains it All

Proportion congruency (PC) effects on the strength of distractor interference were investigated in a high-powered (n = 109), pre-registered experiment in which participants had to identify the ink color of color words. Replicating the standard PC effect, Stroop interference was larger in blocks comprising mostly congruent word-color combinations, compared to blocks comprising mostly incongruent trials. These block-level differences in the strength of the Stroop effect were eliminated after controlling for (a) the congruency of the most recent episode in which the current word had been presented ("episodic retrieval of control states"), and also after controlling for (b) the response relation of this episode and the current trial ("episodic response retrieval"). Controlling for the congruency in trial n-1 (congruency sequence effect, CSE), irrespective of word relation did not eliminate the PC effect, nor did controlling for immediate exact and partial repetitions. When predicting PC effects simultaneously by both types of episodic retrieval processes, only episodic response retrieval explained the effect. Our findings attest to the importance of episodic response retrieval processes in explaining the PC effect in Stroop-like tasks in a confounded setup where different processes compete with each, and they speak against explanations in terms of a global adjustment of cognitive control settings or contingency learning under these conditions. The results further support the assumption that the most recent episode in which a stimulus had occurred is crucial for responding in the current trial (the "law of recency"; Giesen et al., 2020).

What is cued by faces in the face-based context-specific proportion congruent manipulation?

In a typical context-specific proportion congruent manipulation, participants are presented with Stroop stimuli in one of two contexts. In one context, stimuli are mostly incongruent. In the other context, stimuli are mostly congruent. Despite task-wide instructions to ignore the word and to name the color in which the word appears, the size of the congruency effect varies as a function of context. Specifically, the size of the congruency effect is reduced for the mostly incongruent relative to the mostly congruent context. The purpose of the current series of experiments is to explore the mechanisms underlying this context-specific proportion congruent (CSPC) effect when faces are used as the context. Existing manipulations have reported a face-based CSPC effect, however the results of these studies are confounded with contingency learning biases leaving an open question as to what processes faces serve to cue. In the four experiments reported here both inducer (contingency-biased) and diagnostic (contingency-unbiased) stimuli were included in a face-based context level manipulation. Across four experiments, a face-based CSPC effect is observed for inducer but not diagnostic stimuli, suggesting that this effect is driven by participants learning context + stimulus associations.

Meaningful boundaries create boundary conditions for control

Recent research demonstrated that control states learned via experience in inducer locations were retrieved in novel, unbiased (i.e., diagnostic) locations positioned nearby. Such transfer has been observed even in the presence of a visual boundary (a line) separating inducer and diagnostic locations. One aim of the present study was to assess whether a meaningful boundary might disrupt retrieval of control states in diagnostic locations. Supporting this possibility, in Experiment 1 learned control states did not transfer from inducer locations superimposed on a university's quad to diagnostic locations superimposed on buildings outside the quad. Similarly, in Experiment 2 transfer was not observed for diagnostic locations positioned on a track outside of the field where inducer locations were positioned; however, transfer was also not observed for diagnostic locations on the field (inside the boundary). The latter finding helped motivate Experiments 3a and 3b, which tackled the second aim by examining whether a meaningful boundary might attenuate learning of control states for inducer locations within the boundary. Consistent with this hypothesis, a CSPC effect was observed only when a meaningful boundary was not present. Taken together, the findings provide evidence that meaningful boundaries influence how conflict experiences are organized during a task thereby impacting learning and transfer of context-specific control states.

The role of contingency and correlation in the Stroop task

Facilitation (faster responses to Congruent trials compared with Neutral trials) in the Stroop task has been a difficult effect for models of cognitive control to explain. The current research investigated the role of word-response contingency, word-colour correlation, and proportion congruency in producing Stroop effects. Contingency and correlation refers to the probability of specific word-response and word-colour pairings that are implicitly learnt while performing the task. Pairs that have a higher probability of occurring are responded to faster, a finding that challenges top-down attention control accounts of Stroop task performance. However, studies that try to experimentally control for contingency and correlation typically do so by increasing the proportion of incongruent trials in the task, which cognitive control accounts posit affects interference control via the top-down biasing of attention. The present research focused on whether facilitation is also affected by contingency and correlation while additionally looking at the effect of proportion congruency. This was done in two experiments that compared the typical design of Stroop task experiments (i.e., having equal proportions of Congruent and Incongruent trials but also contingency and correlational biases) to: (a) a design that had unequal congruency proportions but no contingency or correlation bias (Experiment 1) and (b) a design where the correlation is biased but proportion congruency and contingency were not (Experiment 2). Results did not support the hypotheses that contingency or correlation affected facilitation. However, interference was almost halved in the alternative design of Experiment 2, demonstrating an effect of contingency learning in typical measures of Stroop interference.

Preschoolers are capable of fine-grained implicit cognitive control: Evidence from development of the context-specific proportion congruency effect

Whereas much of the developmental literature has focused on the difficulties of young children in regulating their behavior, an increasing base of evidence suggests that children may be capable of surprisingly flexible engagement of cognitive control when based on implicit experience with the situation. One of the most fine-grained examples of implicit cognitive control in adults is the context-specific proportion congruency (CSPC) effect-the finding that interference in a conflict task is reduced for stimuli that are presented in a context (e.g., a spatial location) where stimuli are generally incongruent. Can such a subtle modulation of control be observed in children? In Experiment 1 (N = 180), we showed that this effect exists in preschoolers for two different types of context manipulation and that its magnitude is at least as large as in older children. In Experiment 2 (N = 40), we confirmed that the effect transfers to unbiased stimuli, indicating that it is not attributable to contingency learning of stimulus-response associations and can be taken to actually reflect cognitive control. These results support the possibility that implicit cognitive control (implemented without explicit intentions and without requiring subject awareness) can be functionally distinct from explicit control and that even very young children can implement fine-grained cognitive control when it is based on implicit cues.

Conflict-induced perceptual filtering: A mechanism supporting location-specific control?

Cognitive control can adapt to the level of conflict present in the environment in a proactive (pre-stimulus onset) or reactive (post-stimulus onset) manner. This is evidenced by list-wide and location-specific proportion congruence effects, reduced interference in higher conflict lists or locations, respectively. Proactive control in the flanker task is believed to be supported by a conflict-induced-filtering (CIF) mechanism. The goal of the present set of experiments was to test if CIF also supports reactive location-specific control in the flanker task. To measure CIF, we interspersed a visual search task with a flanker task. After reproducing evidence for CIF using a two-location, list-wide proportion congruence manipulation (Experiment 1), we examined if a similar pattern emerges using a location-specific proportion congruence manipulation in Experiments 2 - 5. We found minimal evidence that reactive location-specific control employs a CIF mechanism. What was clear, however, is that the location-specific proportion congruence effect is susceptible to disruption from an intermixed task that dilutes the location-conflict signal. This highlights the need for alternative approaches to elucidate whether CIF or another mechanism supports reactive, location-specific control.

What can be learned in a context-specific proportion congruence paradigm? Implications for reproducibility

Crump and Milliken (2009) reported a context-specific proportion congruence (CSPC) effect for inducer and diagnostic sets, the strongest evidence to date of context-specific control. Attempts to replicate/reproduce this evidence have failed, including Experiment 1. Using a picture-word Stroop task, we tackled the question of how to interpret such failures by testing the consistency hypothesis (Hutcheon & Spieler, 2017) and two novel hypotheses inspired by our theorizing about learning opportunities in the CSPC paradigm. Experiment 2 found a CSPC effect when there was no diagnostic set, supporting the consistency hypothesis. Experiment 3 produced novel evidence for item-PC learning in a CSPC paradigm. In contrast, Experiment 4 did not produce strong evidence for location-item conjunctive learning. Our findings suggest failures to replicate/reproduce the CSPC effect do not necessarily indicate a Type I error or instability but instead may indicate episodic representations were organized based on item and not location. This item-PC learning hypothesis uniquely predicted Experiment 3 findings and accommodates findings of all but one prior attempt to replicate/reproduce the CSPC effect for inducer and diagnostic sets, including Experiment 1. Predicting whether future attempts are successful will require deeper understanding of the factors that promote learning of item-PC versus location-PC associations. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Automatic and Controlled Processing: Implications for Eating Behavior

It is a widely held view that humans have control over their food choices and consumption. However, research also suggests that eating behavior is often triggered by contextual cues and guided by automaticities and habits. Interestingly, the dichotomy between automatic and controlled processing has recently been challenged, suggesting that they may be intertwined. In a large female sample (n = 567), we investigated the hypothesis that task-based and self-reported measures of automatic and controlled processing would interact and impact self-reported eating behavior. Results analyzed via structural equation modeling suggest that automatic, but not controlled processing, during a modified flanker task, including a context-specific proportion congruent (CSPC) manipulation, was inversely associated with self-reported self-control. The influence of self-control on unhealthy eating behavior (i.e., uncontrolled and emotional eating, heightened consumption of fat and sugar) was only indirect via habitual behavior, which itself had a strong direct impact. Unhealthy eating was further associated with real-life outcomes (e.g., body mass index (BMI)). Our findings suggest that eating behavior may indeed be guided primarily by automaticities and habits, whereas self-control might facilitate this association. Having self-control over eating might therefore be most effective by avoiding contextual cues eliciting undesired automatic behavior and establishing habits that serve long-term goals.

Evidence against conflict monitoring and adaptation: An updated review

One of the most influential ideas in recent decades in the cognitive psychology literature is conflict monitoring theory. According to this account, each time we experience a conflict (e.g., between a colour word and print colour in the Stroop task), attentional control is upregulated to minimize distraction on subsequent trials. Though influential, evidence purported to support this theoretical model (primarily, proportion congruent and congruency sequence effects) has been frequently criticized. Furious debate has centered on whether or not conflict monitoring does or does not occur and, if so, under which conditions. The present article presents an updated review of this debate. In particular, the article considers new research that either (a) seems particularly damaging for the conflict monitoring view or (b) seems to provide support for the theory. The author argues that new findings of the latter sort are still not compelling, several of which have already-demonstrated confounds and others which are plausibly confounded. Further progress has, to a greater extent than not, provided even stronger support for the position that conflict monitoring is merely an illusion. Instead, the net results can be more coherently understood in terms of (relatively) simpler learning/memory biases unrelated to conflict or attention that confound the key paradigms.

Measuring Adaptive Control in Conflict Tasks

The past two decades have witnessed an explosion of interest in the cognitive and neural mechanisms of adaptive control processes that operate in selective attention tasks. This has spawned not only a large empirical literature and several theories but also the recurring identification of potential confounds and corresponding adjustments in task design to create confound-minimized metrics of adaptive control. The resulting complexity of this literature can be difficult to navigate for new researchers entering the field, leading to suboptimal study designs. To remediate this problem, we present here a consensus view among opposing theorists that specifies how researchers can measure four hallmark indices of adaptive control (the congruency sequence effect, and list-wide, context-specific, and item-specific proportion congruency effects) while minimizing easy-to-overlook confounds.

Disentangling semantic and response learning effects in color-word contingency learning

It is easier to indicate the ink color of a color-neutral noun when it is presented in the color in which it has frequently been shown before, relative to print colors in which it has been shown less often. This phenomenon is known as color-word contingency learning. It remains unclear whether participants actually learn semantic (word-color) associations and/or response (word-button) associations. We present a novel variant of the paradigm that can disentangle semantic and response learning, because word-color and word-button associations are manipulated independently. In four experiments, each involving four daily sessions, pseudowords—such as enas, fatu or imot—were probabilistically associated with either a particular color, a particular response-button position, or both. Neutral trials without color-pseudoword association were also included, and participants’ awareness of the contingencies was manipulated. The data showed no influence of explicit contingency awareness, but clear evidence both for response learning and for semantic learning, with effects emerging swiftly. Deeper processing of color information, with color words presented in black instead of color patches to indicate response-button positions, resulted in stronger effects, both for semantic and response learning. Our data add a crucial piece of evidence lacking so far in color-word contingency learning studies: Semantic learning effectively takes place even when associations are learned in an incidental way.