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Gepubliceerd in: Psychological Research 2-3/2004

01-04-2004 | Original Article

The role of anticipation and intention in the learning of effects of self-performed actions

Auteurs: Michael Ziessler, Dieter Nattkemper, Peter A. Frensch

Gepubliceerd in: Psychological Research | Uitgave 2-3/2004

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Abstract

The anticipative learning model for acquiring action-effect relations states that the acquisition of action-effect relations depends on processes that are part of action planning, in particular the anticipation of possible effects. Experiment 1 shows that response planning is indeed crucial for the learning of response effects. In this experiment distractors (tones) were presented either during response preparation or in the time interval between response execution and the presentation of a response effect. Response-effect learning was impaired when the distractors were presented during response preparation. The finding is consistent with the assumption that the distractors impaired the anticipation of potential effects and therefore reduced effect learning. In Experiment 2 all responses had two effects. Participants were instructed to produce one of the effects. Under this condition, response-effect learning was only found for the instructed effect, not for the non-instructed effect. The two experiments thus support the view that response-effect learning is selective and depends on the anticipation of potential effects during response planning. The results are discussed in terms of a model that explains both the learning of response-effect relations and the use of these effects for action control within the same theoretical framework.
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Metagegevens
Titel
The role of anticipation and intention in the learning of effects of self-performed actions
Auteurs
Michael Ziessler
Dieter Nattkemper
Peter A. Frensch
Publicatiedatum
01-04-2004
Uitgeverij
Springer-Verlag
Gepubliceerd in
Psychological Research / Uitgave 2-3/2004
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-003-0153-6

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