Citation

Engelkamp J, Zimmer HD. Psychol. Res. 1994; 57(1): 47-53.

Affiliation

FR Psychologie, Universität des Saarlandes, Saarbrücken, Germany.

Copyright

(Copyright © 1994, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

7824684

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.

Language: en