Abstract
Reports an error in "Should I stop or should I go? The role of associations and expectancies" by Maisy Best, Natalia S. Lawrence, Gordon D. Logan, Ian P. L. McLaren and Frederick Verbruggen (Journal of Experimental Psychology: Human Perception and Performance, 2016[Jan], Vol 42[1], 115-137). In the article, there is an error in Table 3 of the Results and third paragraph of the Results section labeled Test phase. In Experiment 4, the study performed an exploratory post-hoc test of the go reaction times in the training phase, contrasting stop-associated and go-associated items. Control items were excluded. Instead of reporting the results of the full analysis (with all three items types included), the authors incorrectly reported the results of this post-hoc analysis in Table 3 and in the main text. The correct analysis is presented below. Note that all other analyses reported in the tables and main text are correct. The R code shared via Open Research Exeter data repository (http://hdl.handle .net/10871/17735) is also correct. The interaction between image type and block is no longer significant when control items are included (p .094; p .037 for the post-hoc test). (The following abstract of the original article appeared in record 2015-40003-001.) Following exposure to consistent stimulus-stop mappings, response inhibition can become automatized with practice. What is learned is less clear, even though this has important theoretical and practical implications. A recent analysis indicates that stimuli can become associated with a stop signal or with a stop goal. Furthermore, expectancy may play an important role. Previous studies that have used stop or no-go signals to manipulate stimulus-stop learning cannot distinguish between stimulus-signal and stimulus-goal associations, and expectancy has not been measured properly. In the present study, participants performed a task that combined features of the go/no-go task and the stop-signal task in which the stop-signal rule changed at the beginning of each block. The go and stop signals were superimposed over 40 task-irrelevant images. Our results show that participants can learn direct associations between images and the stop goal without mediation via the stop signal. Exposure to the image-stop associations influenced task performance during training, and expectancies measured following task completion or measured within the task. But, despite this, we found an effect of stimulus-stop learning on test performance only when the task increased the task-relevance of the images. This could indicate that the influence of stimulus-stop learning on go performance is strongly influenced by attention to both task-relevant and task-irrelevant stimulus features. More generally, our findings suggest a strong interplay between automatic and controlled processes. (PsycINFO Database Record
Highlights
Instead of reporting the results of the full analysis, the authors incorrectly reported the results of this post-hoc analysis in Table 3 and in the main text
Note that all other analyses reported in the tables and main text are correct
The interaction between image type and block is no longer significant when control items are included (p ϭ .094; p ϭ .037 for the post-hoc test). This does not alter the conclusion that encouraging subjects to attend to the items influenced retrieval of stimulus-stop associations: the authors still found a reliable effect of item type in the p(respond|stop) measure during training, a reliable effect of item type during the test phase for go reaction times, and a numerical trend in the test phase for the p(respond|stop) measure
Summary
In the article “Should I Stop or Should I Go? The Role of Associations and Expectancies” by Maisy Best, Natalia S.
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