Delayed Feedback Disrupts the Procedural-Learning System but Not the Hypothesis-Testing System in Perceptual Category Learning

Autor/inn/en	Maddox, W. Todd; Ing, A. David
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 Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Feedback; Classification; Learning Processes + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Learning process; Lernprozess
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