As an alternative to establishing awareness thresholds, stimulus contexts in which there were either greater conscious or greater unconscious influences were defined on the basis of performance on an exclusion task. Target words were presented for brief durations and each target word was followed immediately by its three-letter stem. Subjects were instructed to complete each stem with any word other than the target word. With this task, failures to exclude target words indicate greater unconscious influences, whereas successful exclusion indicates greater (...) conscious influences. Conscious influences were dominant at long durations , but unconscious influences were dominant at short durations . Performance on the exclusion task successfully predicated both qualitative differences in Stroop priming and qualitative differences in recognition memory previously associated with the different effects of conscious and unconscious influences. Taken together, these results demonstrate that an exclusion task allows both unconscious and conscious influences to be defined in terms of significant deviations from baseline performance. As such, exclusion tasks provide a method for distinguishing conscious from unconscious influences that does not require establishing thresholds for null awareness. (shrink)

A divide exists in the creativity literature as to whether relatively more or less executive processing is beneficial to creative thinking. To explore this issue, we employ an individual differences perspective informed by dual-process theories in which it is assumed that people vary in the extent to which they rely on autonomous or controlled processing . We find that those more willing and/or able to engage Type 2 processing are more likely to successfully make creative connections in tasks requiring the (...) unification of disparate elements and the novelty of generated items, but not in some other indices of creativity, namely, cognitive flexibility and fluency. Implications for the role of executive processing in creative thinking are discussed in the context of DPTs. We situate the ability to make remote connections alongside other advanced higher order thinking capabilities that are unique to humans. (shrink)

It is well known that the difference in performance between valid and invalid trials in the covert orienting paradigm increases as the proportion of valid trials increases. This proportion valid effect is widely assumed to reflect “strategic” control over the distribution of attention. In the present experiments we determine if this effect results from an explicit strategy or implicit learning by probing participant’s awareness of the proportion of valid trials. Results support the idea that the proportion valid effect in the (...) covert orienting paradigm reflects implicit learning not an explicit strategy. (shrink)

Two experiments investigated the role that mental set plays in reading aloud using the task choice procedure developed by Besner and Care [Besner, D., & Care, S. . A paradigm for exploring what the mind does while deciding what it should do. Canadian Journal of Experimental Psychology, 57, 311–320]. Subjects were presented with a word, and asked to either read it aloud or decide whether it appeared in upper/lower case. Task information, in the form of a brief auditory cue, appeared (...) 750 ms before the word, or at the same time as the word. Experiment 1 yielded evidence consistent with the claim that at least some pre-lexical processing can be carried out in parallel with decoding the task cue . Experiment 2 provided evidence that such processing is restricted to pre-lexical levels . These data suggest that a task set is a necessary preliminary to lexical processing when reading aloud. (shrink)

Chica and Bartolemeo : The proportion valid effect in covert orienting: Strategic control or implicit learning? Consciousness and Cognition,19, 443–444.) agree that our results . The proportion valid effect in covert orienting: Strategic control or implicit learning? Consciousness and Cognition,19, 432–442.) are consistent with an implicit learning account of the proportion valid effect. Nevertheless, they raise two general issues that an explicit strategy might be operative in other contexts and that orienting in response to implicit knowledge is endogenous. In our (...) response, we address each of these issues and further discuss the concepts of endogenous orienting and cognitive control. (shrink)