Advanced search
1 file | 184.38 KB

What is learned, and when? Commentary on 'The musical stroop effect: opening a new avenue to research on automatisms' by Grégoire, Perruchet, and Poulin-Charronnat (2013)

Anne Gast (UGent)
(2014) EXPERIMENTAL PSYCHOLOGY. 61(1). p.71-74
Author
Organization
Abstract
In the musical Stroop task, which has recently been introduced by Gregoire, Perruchet, and Poulin-Charronat (2013), participants respond to note names that are placed inside musical notes. Musicians respond more slowly to note names that are incongruent with the note than to note names that are congruent with the note. Gregoire et al. propose to use this task to study the acquisition of automaticity by relating musical Stroop effects to the amount of musical experience. I discuss some caveats that have to be considered for these types of analyses. Specifically, I focus on how different contingencies in the learning situation relate to the Stroop effect and on the question whether a long-term perspective is suitable for studying the acquisition of automaticity.
Keywords
INTERFERENCE, musical Stroop, automaticity, learning

Downloads

  • (...).PDF
    • full text
    • |
    • UGent only
    • |
    • PDF
    • |
    • 184.38 KB

Citation

Please use this url to cite or link to this publication:

Chicago
Gast, Anne. 2014. “What Is Learned, and When? Commentary on ‘The Musical Stroop Effect: Opening a New Avenue to Research on Automatisms’ by Grégoire, Perruchet, and Poulin-Charronnat (2013).” Experimental Psychology.
APA
Gast, A. (2014). What is learned, and when? Commentary on “The musical stroop effect: opening a new avenue to research on automatisms” by Grégoire, Perruchet, and Poulin-Charronnat (2013). EXPERIMENTAL PSYCHOLOGY.
Vancouver
1.
Gast A. What is learned, and when? Commentary on “The musical stroop effect: opening a new avenue to research on automatisms” by Grégoire, Perruchet, and Poulin-Charronnat (2013). EXPERIMENTAL PSYCHOLOGY. 2014. p. 71–4.
MLA
Gast, Anne. “What Is Learned, and When? Commentary on ‘The Musical Stroop Effect: Opening a New Avenue to Research on Automatisms’ by Grégoire, Perruchet, and Poulin-Charronnat (2013).” EXPERIMENTAL PSYCHOLOGY 2014 : 71–74. Print.
@misc{3213936,
  abstract     = {In the musical Stroop task, which has recently been introduced by Gregoire, Perruchet, and Poulin-Charronat (2013), participants respond to note names that are placed inside musical notes. Musicians respond more slowly to note names that are incongruent with the note than to note names that are congruent with the note. Gregoire et al. propose to use this task to study the acquisition of automaticity by relating musical Stroop effects to the amount of musical experience. I discuss some caveats that have to be considered for these types of analyses. Specifically, I focus on how different contingencies in the learning situation relate to the Stroop effect and on the question whether a long-term perspective is suitable for studying the acquisition of automaticity.},
  author       = {Gast, Anne},
  issn         = {1618-3169},
  language     = {eng},
  number       = {1},
  pages        = {71--74},
  series       = {EXPERIMENTAL PSYCHOLOGY},
  title        = {What is learned, and when? Commentary on 'The musical stroop effect: opening a new avenue to research on automatisms' by Gr{\'e}goire, Perruchet, and Poulin-Charronnat (2013)},
  url          = {http://dx.doi.org/10.1027/1618-3169/a000206},
  volume       = {61},
  year         = {2014},
}

Altmetric
View in Altmetric
Web of Science
Times cited: