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Automaticity represents one of the oldest and most popular concepts in psychology. Although historically most popular in the context of cognitive psychology, the concept has made inroads into various other areas (e.g., social psychology). In general, the term is intended as a qualitative description of the processes supporting highly practiced tasks (e.g., reading). These automatic processes can be contrasted with controlled processes that support the performance of less practiced or novel tasks. The concept of automaticity has inspired a fair amount of debate among (mostly cognitive) psychologists. This debate has typically concerned either the definition of automaticity (e.g., should automaticity be viewed as all-or-none, or along a continuum?) or the classification of a given skill as automatic (e.g., is reading automatic?). This entry attempts to provide a consensus view of automaticity while highlighting where disagreements or conceptual difficulties have arisen. In addition, where appropriate, examples are provided from research on the automaticity of reading in order to provide concrete illustrations of the concept of automaticity in action. Reading is an ideal medium for this exercise, because researchers have long considered automaticity in the context of the processes involved in reading, and this work has revealed many interesting controversies that are bound to apply to other purportedly automatic skills.

Automaticity has typically been conceptualized in terms of a set of criteria. Although there is some disagreement about the specific criteria, there is a modicum of consensus around the following three. An automatic process (a) does not require attention, (b) cannot be controlled, and (c) can occur outside of awareness. Each of these criteria is reviewed in turn, focusing on how each is assessed.

An Automatic Process Does Not Require Attention

Of all the criteria associated with automaticity, the idea that an automatic process does not require attention has probably attracted the most interest. This particular criterion has evolved to contain within it what might be considered sub-criteria associated with different forms of attention. For example, an automatic process should not require spatial attention, central attention, or any other form of attention (e.g., temporal attention).

The assessment of the attention criterion typically involves a manipulation designed to withhold a specific form of attention from contributing to the process of interest. If a given process is automatic, then it should be unaffected by a manipulation that prohibits attention from contributing to it. For example, research on spatial attention and automaticity has typically used manipulations that direct spatial attention toward or away from a stimulus. If the processing of that stimulus does not require spatial attention, then directing spatial attention away from it should not affect its processing. To illustrate, to test the claim that reading does not require spatial attention, spatial attention can be drawn away from a prime word (i.e., a word presented before a target word that is intended to prime target processing), and the impact of that prime word on the subsequent processing of a target word can be assessed. If word processing does not require spatial attention (i.e., is automatic), then the prime word should still influence processing of, and responses to, the target word when spatial attention is drawn away from it. Conversely, if word processing requires spatial attention (i.e., is not automatic), then drawing attention away from the prime word should eliminate its influence on target word processing. Research on other forms of attention (e.g., central attention) has used a similar logic but with different manipulations of attention.

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