Abstract
In two experiments, subjects learned action phrases in verbal and subject-performed tasks. They had to recognize these action phrases among foils that denoted either completely different actions, conceptually similar actions, or actions that were conceptually and motorically similar. It was found that recognition performance was impaired equally after both kinds of learning when conceptually similar distractors were used, but was impaired more after subject-performed-task learning when the distractors were both conceptually and motorically similar. The possible contribution of motor information in this interaction is discussed.
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Engelkamp, J., Zimmer, H.D. Motor similarity in subject-performed tasks. Psychol. Res 57, 47–53 (1994). https://doi.org/10.1007/BF00452995
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DOI: https://doi.org/10.1007/BF00452995