On the role of causal intervention in multiple-cue judgment: Positive and negative effects on learning
2006 (English)In: Journal of Experimental Psychology. Learning, Memory and Cognition, ISSN 0278-7393, Vol. 32, no 1, 163-179 p.Article in journal (Refereed) Published
Previous studies have suggested better learning when people actively intervene rather than when they passively observe the stimuli in a judgment task. In 4 experiments, the authors investigated the hypothesis that this improvement is associated with a shift from exemplar memory to cue abstraction. In a multiple-cue judgment task with continuous cues, the data replicated the improvement with intervention and participants who experimented more actively produced more accurate judgments. In a multiple-cue judgment task with binary cues, intervention produced poorer accuracy and participants who experimented more actively produced poorer judgments. These results provide no support for a representational shift but suggest that the improvement with active intervention may be limited to certain tasks and environments.
Place, publisher, year, edition, pages
2006. Vol. 32, no 1, 163-179 p.
Intervention, Cues, Learning Processes, Memory, Cognitive Processes, Stimuli, Experiential Learning, Psychometrics, Shift Studies, Decision Making Skills
IdentifiersURN: urn:nbn:se:uu:diva-87135OAI: oai:DiVA.org:uu-87135DiVA: diva2:25581