Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Learning in a unidimensional absolute identification task.

Jeffrey N Rouder1, Richard D Morey, Nelson Cowan

  • 1Department of Psychological Sciences, University of Missouri, Columbia, MO 65211, USA. jeff@banta.psyc.missouri.edu

Psychonomic Bulletin & Review
|March 1, 2005
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Assessing qualitative individual differences with Bayesian hierarchical latent-mixture models.

Psychological methods·2026
Same author

Toward a comprehensive account of verbal memory: An embedded computational model across representational domains.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same author

Random-effects psychophysics for studying individual differences in perception and cognition.

Psychonomic bulletin & review·2026
Same author

Estimating correlations across tasks in experimental psychology.

Behavior research methods·2026
Same author

The role of reliability in experiments.

The British journal of mathematical and statistical psychology·2026
Same author

Cue-driven attentional guidance nearly eliminates salience effects in working memory.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same journal

Mind wandering during first- and foreign-language reading.

Psychonomic bulletin & review·2026
Same journal

Lexical word processing is unaffected by rapid invisible frequency tagging in reading: Evidence from eye movements.

Psychonomic bulletin & review·2026
Same journal

Anxiety modulates voluntary attentional orienting to emotional gaze cues: Eye movements for pro- and anti-saccades.

Psychonomic bulletin & review·2026
Same journal

Faster key-press responses to front vowels than back vowels when matching heard vowels with represented vowels.

Psychonomic bulletin & review·2026
Same journal

Testing the interleaving effect without response bias: A forced-choice reevaluation of Kornell and Bjork (2008).

Psychonomic bulletin & review·2026
Same journal

The impact of social interaction on abstract concepts.

Psychonomic bulletin & review·2026
See all related articles

Long-term learning is possible for absolute identification of line lengths, challenging previous beliefs. Participants improved significantly over a week, distinguishing more items than previously thought possible.

Area of Science:

  • Cognitive Psychology
  • Human Perception

Background:

  • Absolute identification tasks involve categorizing stimuli along a single dimension.
  • Previous research suggested limited learning capacity for unidimensional stimuli, plateauing around seven items.

Purpose of the Study:

  • To investigate the potential for long-term learning in the absolute identification of line lengths.
  • To challenge the established belief of a low asymptote in learning unidimensional stimuli.

Main Methods:

  • Participants engaged in daily 1.5-hour training sessions over a week.
  • Performance was measured by the ability to distinguish between varying numbers of line lengths.

Main Results:

  • Participants showed continuous day-by-day improvement throughout the week-long study.

Related Experiment Videos

  • Learners successfully distinguished between 12 and 20 line lengths, exceeding prior expectations.

    • Conclusions:

    • Learning in absolute identification of unidimensional stimuli can extend beyond the commonly accepted limit.
    • The observed long-term learning may be attributed to improvements in short-term information processing.