Literaturnachweis - Detailanzeige
Autor/inn/en | Maddox, W. Todd; Ing, A. David |
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Titel | Delayed Feedback Disrupts the Procedural-Learning System but Not the Hypothesis-Testing System in Perceptual Category Learning |
Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2005) 1, S.100-107 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0278-7393 |
Schlagwörter | Feedback; Classification; Learning Processes |
Abstract | W. T. Maddox, F. G. Ashby, and C. J. Bohil (2003) found that delayed feedback adversely affects information-integration but not rule-based category learning in support of a multiple-systems approach to category learning. However, differences in the number of stimulus dimensions relevant to solving the task and perceptual similarity failed to rule out 2 single-system interpretations. The authors conducted an experiment that remedied these problems and replicated W. T. Maddox et al.'s findings. The experiment revealed a strong performance decrement for information-integration but not rule-based category learning under delayed feedback that was due to an increase in the number of observers using hypothesis-testing strategies to solve the information-integration task, and lower accuracy rates for the few observers using information-integration strategies. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |