Uncertainty Effect on Task Irrelevant Learning V Leclercq1, A Seitz2 |
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1INSHEA, France |
| Task-irrelevant learning (TIL) refers to the phenomenon where stimulus features of a subject’s task that are presented at relevant point in times are learned, even in the absence of attention to these stimuli. We present experiments that test the effect of uncertainty on TIL. The idea is that it is at times of maximum uncertainty in which learning is most desirable. We conducted two experiments to study the effect of the two forms of uncertainty: expected and unexpected uncertainty (Yu & Dayan, 2005) and compare TIL under uncertainty and under no uncertainty. We used the fast-TIPL paradigm (Leclercq & Seitz, 2011) where subjects perform an RSVP task in which target can be preceded by a cue. Different conditions of cueing were used to test our hypothesis. Our results indicated a larger TIL effect under uncertainty than under no uncerntainty without difference between expected and unexpected uncertainty. The results indicated that the effect of uncertainty on TIL exists on women but not in men. In men, an equivalent TIL was observed under no uncertainty and expected uncertainty, whereas in women, according to previous results (Leclercq & Seitz, 2012), no TIL was observed under no uncertainty, but was observed under the uncertainty conditions. |
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