Effects of Biased Hypothesis Generation on Self-Directed Category Learning

Autor/in	Markant, Douglas B.
Titel	Effects of Biased Hypothesis Generation on Self-Directed Category Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 45 (2019) 9, S.1552-1568 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Markant, Douglas B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000671
Schlagwörter	Bias; Hypothesis Testing; Concept Formation; Active Learning; Classification; Learning Strategies; Independent Study; Experiments; Accuracy; Foreign Countries; Stimuli; Self Control; Discovery Learning; Germany (Berlin) + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Concept learning; Begriffsbildung; Aktives Lernen; Classification system; Klassifikation; Klassifikationssystem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium; Erprobung; Ausland; Anreizsystem; Selbstbeherrschung; Entdeckendes Lernen
Abstract	Psychologists and educators have long pointed to myriad benefits of self-directed learning. Yet evidence of its efficacy in real-world domains is mixed and it remains unclear how it is constrained by basic perceptual and cognitive processes. Previous work suggests that, in particular, self-directed learning is affected by the way that people generate hypotheses as they learn. This study examines how biased hypothesis generation affects the learning of categorical rules, a basic building block of concept learning, through self-directed selection of training data. In both perceptual and abstract category learning tasks, participants' hypotheses regarding an unknown classification boundary were influenced by how features were represented. This bias had persistent effects on their ability to learn the underlying categorical relationship despite their opportunity to control the selection of training items. The results demonstrate that self-directed control can be beneficial for both perceptual and abstract category learning, but that the ability to discover rules of a particular form depends on how the learning environment guides the generation of new hypotheses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01