Conflict-triggered top-down control: Default mode, last resort, or no such thing?

Julie M. Bugg

Research output: Contribution to journalArticlepeer-review

121 Scopus citations

Abstract

The conflict monitoring account posits that globally high levels of conflict trigger engagement of top-down control; however, recent findings point to the mercurial nature of top-down control in high conflict contexts. The current study examined the potential moderating effect of associative learning on conflict-triggered top-down control engagement by testing the Associations as Antagonists to Top-Down Control (AATC) hypothesis. In 4 experiments, list-wide proportion congruence was manipulated, and conflict-triggered top-down control engagement was examined by comparing interference for frequency-matched, 50% congruent items across mostly congruent (low conflict) and mostly incongruent (high conflict) lists. Despite the fact that global levels of conflict were varied identically across experiments, evidence of conflict-triggered top-down control engagement was selective to those experiments in which responses could not be predicted on the majority of trials via simple associative learning, consistent with the AATC hypothesis. In a 5th experiment, older adults showed no evidence of top-down control engagement under conditions in which young adults did, a finding that refined the interpretation of the patterns observed in the prior experiments. Collectively, these findings suggest that top-down control engagement in high conflict contexts is neither the default mode nor an unused (or nonexistent) strategy. Top-down control is best characterized as a last resort that is engaged when reliance on one's environment, and in particular associative responding, is unproductive for achieving task goals. &coopy; 2013 American Psychological Association.

Original languageEnglish
Pages (from-to)567-587
Number of pages21
JournalJournal of Experimental Psychology: Learning Memory and Cognition
Volume40
Issue number2
DOIs
StatePublished - Mar 2014

Keywords

  • Aging
  • Cognitive control
  • Learning
  • Stroop

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