The Influence of Verbal Instructions on Action Control

Abstract

Prior research on action control has primarily focused on action-effect learning through behavioral experiments. However, another line of research has demonstrated that verbal information can serve as an alternative route for forming these associations, even without any active behavior. This thesis explores whether verbal instructions framed in an effect-response manner can provide an additional source of learning, leading to the formation of associations between perception and action components. In a series of five online-based experiments across three articles, this thesis assesses whether verbal instructions can function as an alternative route for action-effect learning. The results from Article 1 reveal that the impact of verbal effect-response instructions primes behavioral responses as response biases. The findings of Article 2 suggest that the influence of such instructions is more likely based on associations between perception and action, rather than the mere saliency effect of these components. The results also indicate that a visual presentation of a priming stimulus is not a necessary precondition for observing the compatibility effect. Lastly, Article 3 demonstrates that effect-response instructions influence visual selective attention. In conclusion, this thesis sheds light on the role of verbal instructions in action-effect learning, demonstrating their potential as an alternative route for forming associations between perception and action components. The series of experiments conducted underscore the influence of effect-response instructions on priming behavioral responses and influencing selective attention.