Abstract

The semantic congruity effect refers to the facilitation of judgements (i) when the direction of the comparison of two items coincides with the relative position of the items along the dimension comparison or (ii) when the relative size of a standard and a target stimulus coincides. For example, people are faster in judging 'which is bigger?' for two large items, than judging 'which is smaller?' for two large items (selection paradigm). Also, people are faster in judging a target stimulus as smaller when compared to a small standard, than when compared to a large standard, and vice versa (classification paradigm). We use the Drift Diffusion Model (DDM) to explain the time course of a semantic congruity effect in a classification paradigm. Formal modelling of semantic congruity allows the time course of the decision process to be described, using an established model of decision making. Moreover, although there have been attempts to explain the semantic congruity effect within evidence accumulation models, two possible accounts for the congruity effect have been proposed but their specific predictions have not been compared directly, using a model that could quantitatively account for both; a shift in the starting point of evidence accumulation or a change in the rate at which evidence is accumulated. With our computational investigation we provide evidence for the latter, while controlling for other possible explanations such as a variation in non-decision time or boundary separation, that have not been taken into account in the explanation of this phenomenon.

Highlights

  • When subjects are required to judge two stimuli that differ on a single contrastive polar continuum (e.g., 'big' vs. 'small'), subjects are faster to judge which of the two stimuli is higher on that continuum, when the stimuli are high on that particular dimension, and they are faster to judge which of the two stimuli is lower on that continuum, when the stimuli are low on that particular dimension

  • These theories vary greatly in the level of description of the phenomenon, with some theories being able to account for semantic congruity effects only in the case in which comparative instructions are presented to the subject, but not when subjects have to decide whether a target is bigger or smaller than a standard stimulus

  • The use of reference points has been suggested to affect the strength of evidence accumulation; meaning, for example, that when the magnitude of the standard stimulus coincides with the magnitude of the target, this results in higher rates of evidence accumulation, compared to when there is not congruency between the relative sizes of the two stimuli

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Summary

Introduction

The subject is assumed to establish a reference point near one of the extreme values encountered in a given context and this results in a facilitation when the stimulus to discriminate is nearer to the reference point From this perspective, the use of reference points has been suggested to affect the strength of evidence accumulation (see Chen et al, 2014; Dehaene, 1989); meaning, for example, that when the magnitude of the standard stimulus coincides with the magnitude of the target, this results in higher rates of evidence accumulation, compared to when there is not congruency between the relative sizes of the two stimuli. Some evidence-accumulation models and instructional pathway interference accounts have been proposed (Leth-Steensen & Marley, 2000; Petrusic, 1992; Petrusic, Shaki, & Leth-Steensen, 2008), according to which the semantic congruity is due to a variation in the rate of evidence accumulation in case of congruency/incongruency between the instructions and the relative size of the stimulus pair

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