Interpreting instructional cues in task switching procedures: The role of mediator retrieval.

Logan, Gordon D.; Schneider, Darryl W. · 2006 · OpenAlex-citations

DOI: 10.1037/0278-7393.32.3.347

archive: archived pipeline: cataloged verified

Get this paper ↗ (DOI — opens at the source; we link to it, we don't host it)

Summary

This study investigates the cognitive processes underlying the interpretation of instructional cues in task-switching paradigms, specifically addressing whether subjects use semantic mediators to translate nontransparent cues into task sets. The authors contrast two theoretical explanations for why transparent cues (e.g., "HIGH") produce smaller switch costs than nontransparent cues (e.g., "G"): the association strength hypothesis, which posits direct but weaker associations for arbitrary cues, and the mediated retrieval hypothesis, which suggests nontransparent cues require an extra step of retrieving a transparent mediator. To distinguish between these accounts, the researchers utilized a cue–target congruency effect, where faster responses occur when the cue’s semantic meaning aligns with the target stimulus (e.g., cue "ODD" with target "3"). The research comprised three experiments involving subjects performing magnitude and parity judgments on single digits. Experiment 1 manipulated cue transparency across three groups: word cues (transparent), first-letter cues (relatively transparent, e.g., "O" for "ODD"), and second/third-letter cues (nontransparent, e.g., "D" for "ODD"). Results showed significant congruency effects for word and first-letter cues, indicating mediator use, but no such effect for nontransparent letter cues. Experiment 2 tested whether informing subjects of the cue-word mapping halfway through training would induce mediator use; congruency effects emerged only after this instruction, confirming that explicit knowledge of the mediator is necessary for its retrieval. Experiment 3 examined the impact of practice, revealing that congruency effects with relatively transparent first-letter cues diminished over 10 sessions, suggesting that with extensive practice, subjects abandon mediated retrieval in favor of direct associations between cues and responses. These findings support the mediated retrieval hypothesis, demonstrating that subjects interpret nontransparent cues by retrieving transparent semantic mediators when the cue-cue relationship is accessible. The presence or absence of the cue–target congruency effect served as a diagnostic marker for this retrieval process. The study concludes that the interpretation of instructional cues is not a static process but depends on the transparency of the cue and the subject’s experience. While transparent cues allow for direct task-set activation, nontransparent cues initially rely on an intermediate retrieval step, which can be bypassed through learning. This work clarifies the mechanisms of executive control by specifying that cue interpretation involves distinct pathways depending on cue properties and practice history.

Provenance

The full processing record for this entry. Every stage of this paper's journey through the pipeline is logged — what ran, with which tool and model, how many attempts it took, and when it last completed.

Summary generated by qwen3.6-27b-prismaquant on 2026-06-26; verification: verified.

Topics

Ranked by relevance to this paper. Hover a topic for its definition.

• task switching