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- Elwin, Ebba, 1974-, et al.
(författare)
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Constructivist Coding : Learning from Selective Feedback
- 2007
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Ingår i: Psychological Science. - : SAGE Publications. - 0956-7976 .- 1467-9280. ; 18:2, s. 105-110
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Tidskriftsartikel (refereegranskat)abstract
- Although much learning in real-life environments relies on highly selective feedback about outcomes, virtually all cognitive models of learning, judgment, and categorization assume complete and representative feedback. We investigated empirically the effect of selective feedback on decision making and how people code experience with selective feedback. The results showed that, in contrast to a commonly raised concern, performance was not impaired following learning with selective and biased feedback. Furthermore, even in a simple decision task, the experience that people acquired was not a mere recording of the observed outcomes, but rather a reconstruction from general task knowledge.
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| 2. |
- Enkvist, Tommy, et al.
(författare)
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Intervention in multiple-cue judgment: Not always for the better
- 2005
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Ingår i: Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society.
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Konferensbidrag (refereegranskat)abstract
- Previous studies suggest improved learning when participants actively intervene rather than passively observe the stimuli in a judgment task. In two experiments the authors investigate if this improvement generalizes to multiple cue judgment tasks where judgments may be formed from abstract knowledge of cue-criterion relations or exemplar memory. More specific hypotheses were that intervention in learning should improve performance over observation, and that improvement should be associated with a relative shift from exemplar memory to cue abstraction. In contrast to previous studies, in a multiple-cue judgment task with binary cues and continuous criterion, there was poorer learning with intervention than observation, and participants actively experimenting more produced poorer judgments. The results suggest that intervention may distract from efficient exemplar encoding and improvement may be limited to tasks efficiently addressed by cue-abstraction.
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| 3. |
- Enkvist, Tommy, et al.
(författare)
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On the role of causal intervention in multiple-cue judgment : Positive and negative effects on learning
- 2006
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Ingår i: Journal of Experimental Psychology. Learning, Memory and Cognition. - 0278-7393 .- 1939-1285. ; 32:1, s. 163-179
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies have suggested better learning when people actively intervene rather than when they passively observe the stimuli in a judgment task. In 4 experiments, the authors investigated the hypothesis that this improvement is associated with a shift from exemplar memory to cue abstraction. In a multiple-cue judgment task with continuous cues, the data replicated the improvement with intervention and participants who experimented more actively produced more accurate judgments. In a multiple-cue judgment task with binary cues, intervention produced poorer accuracy and participants who experimented more actively produced poorer judgments. These results provide no support for a representational shift but suggest that the improvement with active intervention may be limited to certain tasks and environments.
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| 6. |
- Olsson, Anna-Carin, et al.
(författare)
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Go with the flow : How to master a nonlinear multiple-cue judgment task
- 2006
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Ingår i: Journal of Experimental Psychology. Learning, Memory and Cognition. - : American Psychological Association (APA). - 0278-7393 .- 1939-1285. ; 32:6, s. 1371-1384
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Tidskriftsartikel (refereegranskat)abstract
- The authors examined the cognitive processes that participants use in linear and nonlinear multiple-cue judgment tasks, hypothesizing that people are unable to use explicit cue abstraction in a nonlinear task, instead turning to exemplar memory. Experiment 1 confirmed that people are unable to use cue abstraction in nonlinear tasks but failed to confirm the hypothesized, spontaneous shift to exemplar memory. Instead, the participants appeared to be trapped in persistent and futile attempts to abstract the cue-criterion relations. Only after being instructed to rely on exemplar memory in Experiment 2 did they master the nonlinear task. The results suggest that adaptive shifts of representation need not occur spontaneously and that analytical thought may sometimes harm performance in nonlinear tasks.
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