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. 2017 Mar 17;8:410. doi: 10.3389/fpsyg.2017.00410

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Copyright © 2017 Kray and Fehér.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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Illustration of the trial procedure, task cues, and stimuli in the four training sessions for the four task-switching training groups. Participants had to switch between a digit task (odd or even?) and a letter task (consonant or vowel?). Task-switching Training Group 1 received task cues and practiced with univalent stimuli (Upper/left). Task-switching Training Group 2 also received task cues and practiced with bivalent stimuli (Lower/left). Task-switching Training Group 3 practiced without task cues and with univalent stimuli (Upper/right). Task-switching Training Group 4 practiced without task cues and with bivalent stimuli (Lower/right).