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The Non-Conscious Executive. Ran R. Hassin The Hebrew University Many thanks to: Henk Aarts John Bargh Ruud Custers Baruch Eitam Tali Kleiman. “Executive” in the literature. Four points of agreement. * Executive processes (EP) are necessary for flexibility,
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The Non-Conscious Executive Ran R. Hassin The Hebrew University Many thanks to: Henk Aarts John Bargh Ruud Custers Baruch Eitam Tali Kleiman
Four points of agreement * Executive processes (EP) are necessary for flexibility, for overcoming the habitual * EP are necessary for conflict control (e.g, self control) * EP are resource demanding * EP are conscious
Outline of the talk Three Chapters (plus minus two) * Non-conscious conflict * Non-conscious resource demanding processes * Non-conscious flexibility Method * “Multiple experiments” paradigm - Prime a goal - Measure goal-directed behavior
Methods of Goal Priming Building Cooperate Turtle Table Team Green Share Staple Plant Commune Dog Lamp Together
Methods of Goal Priming Building Cooperate Turtle Table Team Green Share Staple Plant Commune Dog Lamp Together
Methods of Goal Priming Building Cooperate Turtle Table Team Green Share Staple Plant Commune Dog Lamp Together • Cooperate vs. Control
Methods of Goal Priming • Cooperate
Methods of Goal Priming • Encyclopedia
Outline of the talk Three Chapters (plus minus two) * Non-conscious conflict * Non-conscious resource demanding processes * Non-conscious flexibility Method * “Multiple experiments” paradigm - Prime a goal - Measure goal-directed behavior
Chapter 1: Non-conscious goal conflict
Goal Conflict Three markers of goal conflict (in repeated decisions): * Longer decision times * Greater variability in decisions * Stronger effects of environmental “noise”
The Current Research Commons resource dilemma * Subjects play against a presumed other participant * 100 fish in the lake * Each season participants fish X fish * Decide: How many to return to the lake * The fish population will extinguish below 70 The conflict * Competing (keep many fish to oneself; dominant goal) * Cooperating (keep few fish)
Study 1: Priming Cooperation Building Cooperate Turtle Table Team Green Share Staple Plant Commune Dog Lamp Together
Study 1: Priming Cooperation Goal priming: Word search task (Bargh et al., 2001) Building Cooperate Turtle Table Team Green Share Staple Plant Commune Dog Lamp Together
Study 1: Priming Cooperation Goal priming: Word search task (Bargh et al., 2001) Building Cooperate Turtle Table Team Green Share Staple Plant Commune Dog Lamp Together • Cooperate vs. Control
Study 1 Commons Task: * 60 Trials * occasional warnings (“the fish population is at risk”)
Study 1: Results Trial
Study 1: Results Fishing season
Study 1: Results Awareness * No awareness of priming * No differences in goal commitment measures of conflict * No differences in experienced conflict * No differences in experienced difficulty * No differences in perceived deliberation * No differences in enjoyment * No differences in mood Commons resources dilemma (5 trials)
Study 2: Non-conflicting goal Prime ‘competing’ (maximizing profit) Common resources dilemma
Study 2: Results Awareness * No awareness of priming * No differences in goal commitment measures of conflict * No differences in experienced conflict * No differences in experienced difficulty * No differences in perceived deliberation * No differences in mood Commons resources dilemma (5 trials)
Study 3: Environmental noise Prime ‘cooperation’ Two Tasks: * Numerical Judgment: Odd or Even * Commons resources dilemma
9 odd even You fished X fish Return Study 3: Environmental noise
2 odd even You fished X fish return Study 4: Environmental noise
Study 3: Environmental noise Prime ‘cooperation’ Two Tasks: * Numerical Judgment: Odd or Even * Commons Resources Dilemma “Numerical Judgments” provided either * High Anchors * Low Anchors
All 3 markers of conflict without conscious awareness Summary of results Study 1: NonCon conflict increased decision time, variance Study 3: NonCon conflict increased use of environmental noise
Chapter 2: Non-conscious goals are allocated resources
Study 1: Resources “Multiple Experiments” * Achievement Priming * Measure working memory span (i.e., resources)
Study 1: Logic Simplifying assumptions: * we have 100 units of available resources * a fixed proportion is allocated to every goal prime task Overall task
Resources -- Logic Simplifying assumptions: * we have 100 units of available resources * a fixed proportion is allocated to every goal prime task Overall task
Study 1: “Automatic” SPANs • Procedure • * Priming (word search) • * RSPAN • * Priming (subliminal) • * OSPAN
Study 1: OSPAN • 3 * 8 = 24 DOG • 2 + 5 = 7 Flower • 6 / 3 = 3 Computer • SURPISE CUE FOR RECALL • 7 * 1 = 7 Hat • … • DV: • -- Words recalled in their right order
Study 1: RSPAN • He loves tea DOG • Green ideas sleep Flower • George rules! Money • SURPISE CUE FOR RECALL • Scottish sheep are great Hat • … • DV: • -- Words recalled in their right order
Other Studies Improved inhibition after achievement priming Impaired inhibition after priming of fun, going out Impaired inhibition after priming of personal goals
Chapter 3: Non-conscious flexibility
Flexibility: The WCST Wisconsin Card Sorting Test Rules that determine correct sortings change Subjects have to adapt to these changes
Study 1: Results Correct Responses
Study 1: Results Infelxibility
Other Studies More flexibility after flexibility priming More flexibility in attribution tasks Less flexibility after prevention priming