Abstract
The present study evaluated whether during a matching-to-sample procedure (MTS), the time spent observing stimuli is related to the establishment of selection or rejection controlling relationships in human participants. It also evaluated whether different response topographies (i.e., participants using the keyboard or mouse) would influence the duration of eye fixations. Ten college students participated. The procedure established conditional relationships among six sets of abstract stimuli. Five participants selected the comparison stimuli using a computer mouse and five used a keyboard. An eye-scan device recorded eye movements throughout the training procedure. After participants completed training, probes verified whether the conditional relationships learned were controlled by selection (e.g., if A1, select B1), by rejection (e.g., if A1, reject B2), or both. All participants displayed a similar pattern of stimuli observation. Time spent observing the sample stimulus (e.g., A1) was longer than observing the comparison stimuli (e.g., B1 and B2). Time spent observing S+ (positive stimuli; e.g., B1) was longer than observing S- (negative stimuli; e.g., B2). Duration of eye fixation was not related to selection or rejection controlling relationships, but different response topographies appeared to modulate the amount of time spent observing stimuli.
Highlights
Training conditional relationships using a matching-tosample (MTS) procedure typically consists of providing one sample, A1, and rewarding only subsequent choices of B1
We evaluated whether eye movements, analyzed in terms of gaze fixation duration, are related to establishing selection and rejection control relationships and whether the use of different response topographies influences the time spent observing the stimuli presented in each trial
Analyses of the Keyboard condition indicated that most of the errors occurred during EF training
Summary
Training conditional relationships using a matching-tosample (MTS) procedure typically consists of providing one sample, A1, and rewarding only subsequent choices of B1 (and not, for example, B2). In this case, B1 is the positive stimulus or S+ and B2 is the negative stimulus or S-. The first regards the pairing of stimuli during training, whether the sample is related to S+ or S-. The second factor concerns the behavioral component that defines relationship between the sample and the comparison stimuli. A select control occurs when the sample relates to S+ and the established
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