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The Quarterly Journal of Experimental Psychology Volume 65, 2012 - Issue 3
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Does temporal contiguity moderate contingency learning in a speeded performance task?

James R. Schmidt Department of Psychology, Ghent University, Ghent, BelgiumCorrespondence[email protected]
&
Jan De Houwer Department of Psychology, Ghent University, Ghent, Belgium
Pages 408-425 | Received 11 Feb 2011, Accepted 07 Jun 2011, Published online: 06 Jan 2012

Citations (17)

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James R. Schmidt. (2014) List-level transfer effects in temporal learning: Further complications for the list-level proportion congruent effect. Journal of Cognitive Psychology 26:4, pages 373-385.
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Articles from other publishers (16)

James R. Schmidt. (2021) Apprentissage incident des associations simples de stimulus-réponse : revue de la recherche avec la tâche d’apprentissage de contingences couleur-mot. L’Année psychologique Vol. 121:2, pages 77-127.
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James R. Schmidt, Jan De Houwer & Agnes Moors. (2020) Learning Habits: Does Overtraining Lead to Resistance to New Learning?. Collabra: Psychology 6:1.
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James R. Schmidt & Jan De Houwer. (2019) Cue Competition and Incidental Learning: No Blocking or Overshadowing in the Colour-Word Contingency Learning Procedure Without Instructions to Learn. Collabra: Psychology 5:1.
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James R. Schmidt, Maria Augustinova & Jan De Houwer. (2018) Category learning in the color-word contingency learning paradigm. Psychonomic Bulletin & Review 25:2, pages 658-666.
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James R. Schmidt. (2017) Best not to bet on the horserace: A comment on Forrin and MacLeod (2017) and a relevant stimulus-response compatibility view of colour-word contingency learning asymmetries. Memory & Cognition 46:2, pages 326-335.
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Birte Moeller & Christian Frings. (2017) Dissociation of binding and learning processes. Attention, Perception, & Psychophysics 79:8, pages 2590-2605.
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Noah D. Forrin & Colin M. MacLeod. (2017) Relative speed of processing determines color–word contingency learning. Memory & Cognition 45:7, pages 1206-1222.
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Wolf Schwarz & Dennis Reike. (2016) Local probability effects of repeating irrelevant attributes. Attention, Perception, & Psychophysics 79:1, pages 230-242.
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James R. Schmidt, Jan De Houwer & Klaus Rothermund. (2016) The Parallel Episodic Processing (PEP) model 2.0: A single computational model of stimulus-response binding, contingency learning, power curves, and mixing costs. Cognitive Psychology 91, pages 82-108.
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James R. Schmidt & Jan De Houwer. (2016) Time course of colour-word contingency learning: Practice curves, pre-exposure benefits, unlearning, and relearning. Learning and Motivation 56, pages 15-30.
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James R. Schmidt & Jan De Houwer. (2016) Contingency Learning Tracks With Stimulus-Response Proportion. Experimental Psychology 63:2, pages 79-88.
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Nart B. Atalay & Mine Misirlisoy. (2014) ISPC effect is not observed when the word comes too late: a time course analysis. Frontiers in Psychology 5.
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Wout Duthoo, Elger L. Abrahamse, Senne Braem, C. Nico Boehler & Wim Notebaert. (2014) The Congruency Sequence Effect 3.0: A Critical Test of Conflict Adaptation. PLoS ONE 9:10, pages e110462.
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James R. Schmidt. (2013) Questioning conflict adaptation: proportion congruent and Gratton effects reconsidered. Psychonomic Bulletin & Review 20:4, pages 615-630.
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James R. Schmidt & Jan De Houwer. (2012) Learning, awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm. Consciousness and Cognition 21:4, pages 1754-1768.
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James R. Schmidt & Jan De Houwer. (2012) Adding the goal to learn strengthens learning in an unintentional learning task. Psychonomic Bulletin & Review 19:4, pages 723-728.
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