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Learning from observation, feedback, and intervention in linear and non-linear task environments
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Swedish Def Res Agcy FOI, Div Def Anal, Stockholm, Sweden..
2018 (English)In: Quarterly Journal of Experimental Psychology, ISSN 1747-0218, E-ISSN 1747-0226, Vol. 71, no 2, p. 545-561Article in journal (Refereed) Published
Abstract [en]

This multiple-cue judgment study investigates whether we can manipulate the judgment strategy and increase accuracy in linear and non-linear cue-criterion environments just by changing the training mode. Three experiments show that accuracy in simple linear additive task environments are improved with feedback training and intervention training, while accuracy in complex multiplicative tasks are improved with observational training. The observed interaction effect suggests that the training mode invites different strategies that are adjusted as a function of experience to the demands from the underlying cue-criterion structure. Thus, feedback and the intervention training modes invite cue abstraction, an effortful but successful strategy in combination with simple linear task structures, and observational training invites exemplar memory processes, a simple but successful strategy in combination with complex non-linear task structures. The study discusses adaptive cognition and the implication of the different training modes across a life span and for clinical populations.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2018. Vol. 71, no 2, p. 545-561
Keyword [en]
Adaptive cognition, Exemplar memory, Learning, Modelling, Rule bias
National Category
Psychology
Identifiers
URN: urn:nbn:se:uu:diva-343784DOI: 10.1080/17470218.2016.1263998ISI: 000423317700016PubMedID: 27882857OAI: oai:DiVA.org:uu-343784DiVA, id: diva2:1188221
Funder
Swedish Research Council
Available from: 2018-03-07 Created: 2018-03-07 Last updated: 2018-03-07Bibliographically approved

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