Publications
Pigeons’ performance in a tracking change-signal procedure is consistent with the independent horse-race model Ghent University
In many cognitive tasks where humans are thought to rely on executive functioning, pigeons' behavior can be explained by associative processes. A key form of executive functioning is inhibiting prepotent responses, often investigated in humans by means of "Stop-Signal" or "Change-Signal" procedures. In these procedures, execution of a well-practiced ("Go") response to a stimulus is occasionally interrupted by a signal to withhold or alter the ...
Instructed and acquired contingencies in response-inhibition tasks Ghent University
Inhibitory control can be triggered directly via the retrieval of previously acquired stimulus-stop associations from memory. However, a recent study suggests that this item-specific stop learning may be mediated via expectancies of the contingencies in play (Best, Lawrence, Logan, McLaren, & Verbruggen, 2016). This could indicate that stimulus-stop learning also induces strategic proactive changes in performance. We further tested this ...
Prefrontal brain stimulation during food-related inhibition training : effects on food craving, food consumption and inhibitory control Ghent University
Modulation of dorsolateral prefrontal cortex (DLPFC) activity using non-invasive brain stimulation has been shown to reduce food craving as well as food consumption. Using a preregistered design, we examined whether bilateral transcranial direct current stimulation (tDCS) of the DLPFC could reduce food craving and consumption in healthy participants when administered alongside the cognitive target of inhibitory control training. Participants (N ...
Does learning influence the detection of signals in a response-inhibition task? Ghent University
Learning can modulate various forms of action control, including response inhibition. People may learn associations between specific stimuli and the acts of going or stopping, influencing task performance. The present study tested whether people also learn associations between specific stimuli and features of the stop or no-go signal used in the task. Across two experiments, participants performed a response-inhibition task in which the ...
How does the (re)presentation of instructions influence their implementation? Ghent University
Instructions are so effective that they can sometimes affect performance beyond the instructed context. Such ‘automatic’ effects of instructions (AEI) have received much interest recently. It has been argued that AEI are restricted to relatively simple and specific S-R tasks or action plans. The present study put this idea further to the test. In a series of experiments based on the NEXT paradigm (Meiran, Pereg, Kessler, Cole, & Braver, ...