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On the role of causal intervention in multiple-cue judgment: Positive and negative effects on learning
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Psychology.
University of New South Wales.
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Psychology.
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Psychology.
2006 (English)In: Journal of Experimental Psychology. Learning, Memory and Cognition, ISSN 0278-7393, E-ISSN 1939-1285, Vol. 32, no 1, 163-179 p.Article in journal (Refereed) Published
Abstract [en]

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.
Keyword
Intervention, Cues, Learning Processes, Memory, Cognitive Processes, Stimuli, Experiential Learning, Psychometrics, Shift Studies, Decision Making Skills
Identifiers
URN: urn:nbn:se:uu:diva-87135OAI: oai:DiVA.org:uu-87135DiVA: diva2:25581
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2017-12-13Bibliographically approved

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