Literaturnachweis - Detailanzeige
| Autor/inn/en | Enkvist, Tommy; Newell, Ben; Juslin, Peter; Olsson, Henrik |
|---|---|
| Titel | On the Role of Causal Intervention in Multiple-Cue Judgment: Positive and Negative Effects on Learning |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 32 (2006) 1, S.163-179 (17 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| Schlagwörter | Intervention; Cues; Learning Processes; Memory; Cognitive Processes; Stimuli; Experiential Learning; Psychometrics; Shift Studies; Decision Making Skills |
| 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. (Author). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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