学习的判断损害了基于规则的发现.
Kit S Double1, Dominic Tran2, Micah B Goldwater2
1School of Psychology, The University of Sydney, Sydney, NSW, Australia. kit.double@sydney.edu.au.
Memory & cognition
|June 4, 2025
概括
学习判断 (JOLs) 可以阻碍类别学习,因为它使参与者倾向于更简单的记忆,而不是复杂的规则发现. 这种被称为反应性的效应在多种策略可行时被观察到.
科学领域:
- 认知心理学 认知心理学
- 学习科学 学习科学
背景情况:
- 众所周知,学习判断 (JOL) 在某些学习任务中可以增强记忆回忆,这种现象称为反应性.
- 关于JOL对类别学习的影响,这涉及到超越培训数据的概括,仍然在很大程度上未被探索.
研究的目的:
- 调查JOLs在类别学习范式内对关系规则发现的影响.
- 检查JOL是否会在分类任务中影响战略选择.
主要方法:
- 参与者完成了分类任务,不同程度的依赖关系规则与视觉特征.
- 在学习过程的不同阶段引发了JOL.
- 基于规则发现准确性和特征记忆能力来评估性能.
主要成果:
- 在允许规则发现和特征记忆的任务中,JOLs损害了关系规则发现,但没有特征记忆.
- 当只有关系规则可用于分类时,JOLs不会产生显著的反应效应效应.
- 结果表明,当存在多种选择时,JOLs鼓励转向更明显的策略.
结论:
- 当有更简单的策略可用时,JOLs的诱导可能会对类别学习中的关系规则发现产生负面影响.
- 一个保守的策略转移账户解释了反应性,建议JOLs促使转向最明显的策略.
- 了解JOL的影响对于优化复杂认知任务中的学习策略至关重要.
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