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dc.contributor.advisorMartiny-Huenger, Torsten
dc.contributor.authorDamanskyy, Yevhen
dc.date.accessioned2024-04-15T15:07:13Z
dc.date.available2024-04-15T15:07:13Z
dc.date.issued2024-04-26
dc.description.abstractPrior 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.en_US
dc.description.doctoraltypeph.d.en_US
dc.description.popularabstractTheories about action control suggest that our actions and perceptions are closely linked, working together as a united system. The Ideomotor theory takes this idea a step further, emphasizing the role of internal factors in guiding our actions. According to this theory, people control their actions by connecting the movements they make with the visible outcomes. For example, when someone realizes that flipping a light switch makes the room brighter, their mind links these two events. Later, when they want the room to be bright again, their mind automatically remembers the action that led to that result. However, this theory has a limitation: it assumes people can only learn these connections through performing actions themselves. Recently, researchers have started looking into a new aspect of action control: verbal instructions. Language helps us share knowledge, prevent mistakes, and learn how to carry out specific actions. But how exactly verbal information influences action control is still mostly unknown. This thesis investigates whether people can learn to associate actions and perceptions solely through understanding verbal instructions. In a series of five online experiments, this thesis studies the impact of verbal instructions on our actions and perceptions. Articles 1 and 2 examine how verbal instructions affect our action selection, while Article 3 investigates if verbal instructions can affect our visual selective attention. The results from all three articles reveal that people can learn to link actions and perceptions not just through their own experiences, but also by simply processing verbal instructions.en_US
dc.description.sponsorshipUiTen_US
dc.identifier.urihttps://hdl.handle.net/10037/33392
dc.language.isoengen_US
dc.publisherUiT The Arctic University of Norwayen_US
dc.publisherUiT Norges arktiske universiteten_US
dc.relation.haspart<p>Paper 1: Damanskyy, Y., Martiny-Huenger, T. & Parks-Stamm, E.J. (2022). Unintentional response priming from verbal action–effect instructions. <i>Psychological Research, 87</i>, 161–175. Also available in Munin at <a href=https://hdl.handle.net/10037/25966>https://hdl.handle.net/10037/25966</a>. <p>Paper 2: Damanskyy, Y., Martiny-Huenger, T. & Parks-Stamm, E.J. (2022). Associative learning from verbal action–effect instructions: A replication and investigation of underlying mechanisms. <i>Journal of Cognition, 6</i>(1), 28. Also available in Munin at <a href=https://hdl.handle.net/10037/31860>https://hdl.handle.net/10037/31860</a>. <p>Paper 3: Damanskyy, Y. (2023). Verbal instructions as selection bias that modulates visual selection. <i>Visual Cognition, 31</i>(3), 169–187. Also available in Munin at <a href=https://hdl.handle.net/10037/30308>https://hdl.handle.net/10037/30308</a>.en_US
dc.relation.isbasedonPaper 1: <a href=https://osf.io/w72mx/?view_only=85d511d72bd646138a00ef71f107abd7> https://osf.io/w72mx/?view_only=85d511d72bd646138a00ef71f107abd7</a>.en_US
dc.relation.isbasedonPaper 2: <a href=https://osf.io/28m6u/?view_only=fb3e8821628e41f1bf688ae71118b873> https://osf.io/28m6u/?view_only=fb3e8821628e41f1bf688ae71118b873</a>.en_US
dc.relation.isbasedonPaper 3: <a href=https://osf.io/4w6k9/?view_only=b8b2208fd93b4d2299eeaefc60238929> https://osf.io/4w6k9/?view_only=b8b2208fd93b4d2299eeaefc60238929</a>.en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subjectaction controlen_US
dc.titleThe Influence of Verbal Instructions on Action Controlen_US
dc.typeDoctoral thesisen_US
dc.typeDoktorgradsavhandlingen_US


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