Attentional control is a key component of goal-directed behavior. Modulation of this control in response to the statistics of the environment allows for flexible processing or suppression of relevant and irrelevant items in the environment. Modulation occurs robustly in compatibility-based attentional tasks, where incompatibility-related slowing is reduced when incompatible events are likely (i.e., the proportion compatibility effect; PCE). The PCE implicates dynamic changes in the measured compatibility effects that are central to fields of study such as attention, executive functions, and cognitive control. In these fields, stability in compatibility effects are generally assumed, which may be problematic if individual or group differences in measured compatibility effects may arise from differences in statistical learning speed or magnitude. Further, the sequential nature of many studies may lead the learning of certain statistics to be inadvertently applied to future behaviors. Here, we report tests of learning the PCE across conditions of task statistics and sequential blocks. We then test for the influence of feedback on the development of the PCE. We find clear evidence for the PCE, but no conclusive evidence for its slow development through experience. Initial experience with more incompatible trials selectively mitigated performance decreases in a subsequent block. Despite the lack of behavioral changes associated with patterns of learning, systematic within-task changes in compatibility effects remain an important possible source of variation in a wide range of attention research.
Keywords: Attention in learning; Attention: Selective; Cognitive and attentional control.