How Does the (Re)Presentation of Instructions Influence Their Implementation?

Transfer of cognitive control adjustments within and between speakers

Congruency effects in conflict tasks are typically larger after congruent compared to incongruent trials. This congruency sequence effect (CSE) indicates that top-down adjustments of cognitive control transfer between processing episodes, at least when controlling for bottom-up memory processes by alternating between stimulus-response (S-R) sets in confound-minimised designs. According to the control-retrieval account, cognitive control is bound to task-irrelevant context features (e.g., stimulus position or modality) and retrieved upon subsequent context feature repetitions. A confound-minimised CSE should therefore be larger when context features repeat rather than change between two trials. This study tested this prediction for a more abstract contextual stimulus feature, speaker gender. In two preregistered auditory prime-probe task experiments, participants classified colour words spoken by a female or male voice. Across both experiments, we found confound-minimised CSEs that were not reliably affected by whether the speaker gender repeated or changed. This indicates that speaker transitions have virtually no influence on the transfer of control adjustments in the absence of S-R repetitions. By contrast, when allowing for bottom-up memory processes by repeating the S-R set, CSEs were consistently larger when the speaker gender repeated compared to changed. This suggests that speaker transitions can in principle influence transfer between processing episodes. The discrepancy also held true when considering learning and test episodes separated by an intervening episode. Thus, the present findings call for a refinement of the control-retrieval account to accommodate the role of more abstract contextual stimulus features for the maintenance of memory traces in auditory conflict processing.

Transfer of strategic task components across unique tasks that share some common structures

Flexible, adaptive behaviour depends on the application of prior learning to novel contexts (transfer). Transfer can take many forms, but the focus of the present study was on "task schemas"-learning strategies that guide the earliest stages of engaging in a novel task. The central aim was to examine the architecture of task schemas and determine whether strategic task components can expedite learning novel tasks that share some structural components with the training tasks. Groups of participants across two experiments were exposed to different training regimes centred around multiple unique tasks that shared some/all/none of the structural task components (the kinds of stimuli, classifications, and/or responses) but none of the surface features (the specific stimuli, classifications, and/or responses) with the test task (a dot-pattern classification task). Initial test performance was improved (to a degree) in all groups relative to a control group whose training did not include any of the structural components relevant to the test task. The strongest evidence of transfer was found in the motoric, perceptual + categorization, and full schema training groups. This observation indicates that training with some (or all) strategic task components expedited learning of a novel task that shared those components. That is, task schemas were found to be componential and were able to expedite learning a novel task where similar (learning) strategies could be applied to specific elements of the test task.

Instructing item-specific switch probability: expectations modulate stimulus-action priming

Both active response execution and passive listening to verbal codes (a form of instruction) in single prime trials lead to item-specific repetition priming effects when stimuli re-occur in single probe trials. This holds for task-specific classification (stimulus-classification, SC priming, e.g., apple-small) and action (stimulus-action, SA priming, e.g., apple-right key press). To address the influence of expectation on item-specific SC and SA associations, we tested if item-specific SC and SA priming effects were modulated by the instructed probability of re-encountering individual SC or SA mappings (25% vs. 75% instructed switch probability). Importantly, the experienced item-specific switch probability was always 50%. In Experiment 1 (N = 78), item-specific SA/SC switch  expectations affected SA, but not SC priming effects exclusively following active response execution. Experiment 2 (N = 40) was designed to emphasize SA priming by only including item-specific SC repetitions. This yielded stronger SA priming for 25% vs. 75% expected switch probability, both following response execution as in Experiment 1 and also following verbally coded SA associations. Together, these results suggest that SA priming effects, that is, the encoding and retrieval of SA associations, is modulated by item-specific switch expectation. Importantly, this expectation effect cannot be explained by item-specific associative learning mechanisms, as stimuli were primed and probed only once and participants experienced item-specific repetitions/switches equally often across stimuli independent of instructed switch probabilities. This corroborates and extends previous results by showing that SA priming effects are modulated by  expectation not only based on experienced item-specific switch probabilities, but also on mere instruction.

Implicitly learning when to be ready: From instances to categories

There is growing appreciation for the role of long-term memory in guiding temporal preparation in speeded reaction time tasks. In experiments with variable foreperiods between a warning stimulus (S1) and a target stimulus (S2), preparation is affected by foreperiod distributions experienced in the past, long after the distribution has changed. These effects from memory can shape preparation largely implicitly, outside of participants' awareness. Recent studies have demonstrated the associative nature of memory-guided preparation. When distinct S1s predict different foreperiods, they can trigger differential preparation accordingly. Here, we propose that memory-guided preparation allows for another key feature of learning: the ability to generalize across acquired associations and apply them to novel situations. Participants completed a variable foreperiod task where S1 was a unique image of either a face or a scene on each trial. Images of either category were paired with different distributions with predominantly shorter versus predominantly longer foreperiods. Participants displayed differential preparation to never-before seen images of either category, without being aware of the predictive nature of these categories. They continued doing so in a subsequent Transfer phase, after they had been informed that these contingencies no longer held. A novel rolling regression analysis revealed at a fine timescale how category-guided preparation gradually developed throughout the task, and that explicit information about these contingencies only briefly disrupted memory-guided preparation. These results offer new insights into temporal preparation as the product of a largely implicit process governed by associative learning from past experiences.

Benefits and costs of self-paced preparation of novel task instructions

Rapidly executing novel instructions is a critical ability. However, it remains unclear whether longer preparation of novel instructions improves performance, and if so, whether this link is modulated by performance benefits and costs of preparation. Regarding the first question, we reanalysed previous data on novel instruction implementation and ran Experiment 1. Experiment 1 consisted of multiple mini-blocks, in which participants prepared four novel stimulus-response (S-R) mappings in a self-paced instruction phase. After participants indicated they were ready, one of the four stimuli was presented and they responded. The reanalysis and Experiment 1 showed that longer preparation indeed led to better performance. To examine if preparation was modulated when the benefits of preparation were reduced, we presented the correct response with the stimulus on some trials in Experiments 2 and 3. Preparation was shorter when the probability that the correct response was presented with the stimulus increased. In Experiment 4, we manipulated the costs of preparation by changing the S-R mappings between the instruction and execution phases on some trials. This had only limited effects on preparation time. In conclusion, self-paced preparation of novel instructions comes with performance benefits and costs, and participants adjust their preparation strategy to the task context.

Automatic effects of instructions: a tale of two paradigms

When examining rapid instructed task learning behaviorally, one out of two paradigms is usually used, the Inducer-Diagnostic (I-D) and the NEXT paradigm. Even though both paradigms are supposed to examine the same phenomenon of Automatic Effect of Instructions (AEI), there are some meaningful differences between them, notably in the size of the AEI. In the current work, we examined, in two pre-registered studies, the potential reasons for these differences in AEI size. Study 1 examined the influence of the data-analytic approach by comparing two existing relatively large data-sets, one from each paradigm (Braem et al., in Mem Cogn 47:1582–1591, 2019; Meiran et al., in Neuropsychologia 90:180–189, 2016). Study 2 focused on the influence of instruction type (concrete, as in NEXT, and abstract, as in I-D) and choice complexity of the task in which AEI-interference is assessed. We did that while using variants of the NEXT paradigm, some with modifications that approximated it to the I-D paradigm. Results from Study 1 indicate that the data-analytic approach partially explains the differences between the paradigms in terms of AEI size. Still, the paradigms remained different with respect to individual differences and with respect to AEI size in the first step following the instructions. Results from Study 2 indicate that Instruction type and the choice complexity in the phase in which AEI is assessed do not influence AEI size, or at least not in the expected direction. Theoretical and study-design implications are discussed.

Automatic effects of covert practice

Automatic behaviour is supposedly underlain by the unintentional retrieval of processing episodes, which are stored during the repeated overt practice of a task or activity. In the present study, we investigated whether covertly practicing a task (e.g., repeatedly imagining responding to a stimulus) also leads to the storage of processing episodes and thus to automatic behaviour. Participants first either responded overtly or covertly to stimuli according to a first categorization task in a practice phase. We then measured the presence of automatic response-congruency effects in a subsequent test phase that involved a different categorization task but the same stimuli and responses. Our results indicate that covert practice can lead to a response-congruency effect. We conclude that covert practice can lead to automatic behaviour and discuss the different components of covert practice, such as motor imagery, visual imagery, and inner speech, that contribute to the formation of processing episodes in memory.

Spontaneous strategy use during a working memory updating task

Cognitive skill learning postulates strategy generation and implementation when people learn to perform new tasks. Here we followed self-reported strategy use and objective performance in a working memory (WM) updating task to reveal strategy development that should take place when faced with this novel task. In two pre-registered online experiments with healthy adults, we examined short-term strategy acquisition in a ca 20-30-minute adaptive n-back WM task with 15 task blocks by collecting participants' strategy reports after each block. Experiment 1 showed that (a) about half of the participants reported using a strategy already during the very first task block, (b) changes in selected strategy were most common during the initial task blocks, and (c) more elaborated strategy descriptions predicted better task performance. Experiment 2 mostly replicated these findings, and it additionally showed that compared to open-ended questions, the use of repeated list-based strategy queries influenced subsequent strategy use and task performance, and also indicated higher rates of strategy implementation and strategy change during the task. Strategy use was also a significant predictor of n-back performance, albeit some of the variance it explained was shared with verbal productivity that was measured with a picture description task. The present results concur with the cognitive skill learning perspective and highlight the dynamics of carrying out a demanding cognitive task.

Learning in the absence of overt practice: a novel (previously unseen) stimulus can trigger retrieval of an unpracticed response

Skilled performance is traditionally thought to develop via overt practice. Recent research has demonstrated that merely instructed stimulus-response (S-R) bindings can influence later performance and readily transfer across response modalities. In the present study, we extended this to include instructed category-response (C-R) associations. That is, we investigated whether merely instructed C-R bindings can trigger an unpracticed response (in a different modality) on perception of a novel (previously unseen) stimulus. In a learning-test design, participants had to classify stimuli by comparing them to perceptual category templates (Experiment 1) or semantic category descriptions (Experiment 2) presented prior to each block. During learning blocks, participants had to respond manually, respond vocally, or listen passively to the correct response being spoken. A manual response was always required at test. In test blocks, the categories could either be novel or repeated from the learning block, whereas half of the stimuli were always novel and half were always repeated from the learning block. Because stimulus and category repetitions were manipulated orthogonally, it was possible to directly compare the relative contribution of S-R and C-R associations to performance. In Experiment 1, test performance was enhanced by repeating the C-R bindings independently of the stimulus. In Experiment 2, there was also evidence of an S-R repetition benefit independent of the classification. Critically, instructed associations formed in one response modality were robust to changes in the required response, even when no overt response was required during training, indicating the need to update the traditional view of associative learning.