Parsing information flow in speeded cognitive tasks: The role of g in perception and decision time.


Journal

Journal of experimental psychology. Learning, memory, and cognition
ISSN: 1939-1285
Titre abrégé: J Exp Psychol Learn Mem Cogn
Pays: United States
ID NLM: 8207540

Informations de publication

Date de publication:
Nov 2021
Historique:
pubmed: 6 8 2021
medline: 1 2 2022
entrez: 5 8 2021
Statut: ppublish

Résumé

Although the correlation between general cognitive ability (g) and performance on speeded cognitive tasks is well-established, there is need for a better understanding of how successive stages of processing contribute to this relationship. Previous research suggests that g is primarily associated with the rapidity of decision-making rather than perceptual processing of stimuli; the implication is that g should statistically interact with a manipulation affecting the difficulty of the decision process, while simultaneously failing to interact with a perceptual manipulation. We applied Sternberg's method of additive factors to test this hypothesis in two reaction time tasks, each of which systematically manipulated the demands on perceptual acuity and decision-making. With a total of 773 participants, we found evidence of an interaction between a short-form measure of g and the decisional-but not perceptual-manipulations. This pattern was found in both number-comparison (Experiment 1) and tone-comparison (Experiment 2) tasks. Additionally, diffusion modeling of the Experiment 1 results revealed that the diffusion rate (v) is associated with g and affected by an informational attribute of the stimulus (numerical magnitude) but not a perceptual attribute (contrast); the nondecision time (Ter) is not associated with g and shows the opposite pattern of selective influence. Taken together, these findings add to the evidence for a theoretical framework partitioning reaction time into several processing stages, of which only the decision-making stage is associated with g. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Identifiants

pubmed: 34351200
pii: 2021-72829-001
doi: 10.1037/xlm0001026
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

1792-1809

Subventions

Organisme : University of Minnesota

Auteurs

Emily A Willoughby (EA)

Department of Psychology, University of Minnesota, Twin Cities.

James J Lee (JJ)

Department of Psychology, University of Minnesota, Twin Cities.

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Classifications MeSH