Test performance in optional shift and configural acquired equivalence are positively correlated
Sara Bru García1, David N George2, Jasper Robinson1
1School of Psychology, University of Nottingham.
Summary
This study found a common mechanism underlies performance in configural acquired equivalence and optional-shift tasks. Attention to predictive elements in training enhanced attentional-set effects in testing, linking attention to task performance.
Area of Science:
- Cognitive Psychology
- Learning Theory
- Behavioral Neuroscience
Background:
- Configural acquired equivalence and optional-shift tasks are used to study learning and decision-making.
- Previous research suggests potential overlaps in the cognitive mechanisms underlying different learning paradigms.
Purpose of the Study:
- To investigate the relationship between performance in configural acquired equivalence and optional-shift tasks.
- To explore the role of attention in these tasks, particularly in the optional-shift procedure.
Main Methods:
- Two experiments were conducted using computer-based tasks: configural acquired equivalence and optional-shift.
- Experiment 2 incorporated eye-tracking to monitor participant attention to stimuli during the optional-shift training.
Main Results:
- Test performance in both tasks was positively correlated, even after controlling for extraneous variables.
- Participants who focused attention on predictive compound elements during optional-shift training exhibited stronger attentional-set effects during testing.
Conclusions:
- A shared underlying mechanism likely influences performance across both configural acquired equivalence and optional-shift tasks.
- Attention plays a crucial role in learning and performance within these tasks, supporting attentional learning theories.
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