Repetition Blindness: Contrasting Theories of Habituation and Tokenisation

Julian Matthews (2010). Repetition Blindness: Contrasting Theories of Habituation and Tokenisation Honours Thesis, School of Psychology, The University of Queensland.

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Author Julian Matthews
Thesis Title Repetition Blindness: Contrasting Theories of Habituation and Tokenisation
School, Centre or Institute School of Psychology
Institution The University of Queensland
Publication date 2010
Thesis type Honours Thesis
Supervisor Burt, Jennifer S.
Total pages 85
Abstract/Summary The Repetition Blindness effect (RB) is a robust characteristic of visual perception that involves a failure to report the repeated occurrence of a target stimulus displayed in a series of rapidly presented visual stimuli. Huber and colleagues attribute the RB to cognitive aftereffects, primarily habituation, which inhibit encoding of the repeated target into memory. In contrast, Kanwisher and many in the lexical domain propose that the emergence of the RB represents a failure in binding the generalised mental representation or type of a target to its second presentation or token. Three experiments investigated the RB, contrasting theories and methodologies from the episodic and lexical fields to better understand the foundation of the effect. Prime duration, word frequency, lag, and target colour were manipulated within rapid serial visual presentation streams and masked-target lexical decision tasks. Approaching the RB from the Tokenisation perspective, it was hypothesized that non-coloured targets would produce pronounced blindness effects with no influence of word frequency and in a masked target lexical-decision task, repetition priming would be seen. In contrast to the Tokenisation predictions, coloured targets and high-frequency words exhibited greater repetition blindness, along with repetition deficits in the lexical decision task, results that are broadly consistent with the Habituation account of the RB.

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Created: Wed, 06 Apr 2011, 11:19:21 EST by Lucy O'Brien on behalf of School of Psychology