Selective Attention in Human Associative Learning and Recognition Memory

Autor/inn/en	Griffiths, Oren; Mitchell, Chris J.
Titel	Selective Attention in Human Associative Learning and Recognition Memory
Quelle	In: Journal of Experimental Psychology: General, 137 (2008) 4, S.626-648 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-3445
Schlagwörter	Attention; Associative Learning; Recognition (Psychology); Cues; Models + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Recognition; Wiedererkennen; Stichwort; Analogiemodell
Abstract	Four experiments examined the role of selective attention in a new causal judgment task that allowed measurement of both causal strength and cue recognition. In Experiments 1 and 2, blocking was observed; pretraining with 1 cue (A) resulted in reduced learning about a 2nd cue (B) when those 2 cues were trained in compound (AB+). Participants also demonstrated decreased recognition performance for the causally redundant Cue B, suggesting that less attention had been paid to it in training. This is consistent with the idea that attention is preferentially allocated toward the more predictive Cue A, and away from the less predictive Cue B (e.g., N. J. Mackintosh, 1975). Contrary to this hypothesis, in Experiments 3 and 4, participants demonstrated poorer recognition for the most predictive cues, relative to control cues. A new model, which is based on N. J. Mackintosh's (1975) model, is proposed to account for the observed relationship between the extent to which each cue is attended to, learned about, and later recognized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10