Feedback specificity, learning opportunities, and learning

Although increasing feedback specificity is generally beneficial for immediate performance, it can undermine certain aspects of the learning needed for later, more independent performance. The results of the present transfer experiment demonstrate that the effects of increasing feedback specificity on learning depended on what was to be learned, and these effects were partially mediated through the opportunities to learn how to respond to different task conditions during practice. More specific feedback was beneficial for learning how to respond to good performance and detrimental for learning how to respond to poor performance. The former relationship was partially mediated by feedback specificity's effect on learning opportunities during practice. The results have implications for designing feedback interventions and training to maximize the learning of various aspects of a task.     

Implicit visual learning and the expression of learning

Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response devices (keyboard vs. mouse) in order to manipulate selective attention towards response dimensions. Results showed that visual and motor sequence learning differed in terms of RT-benefits, but not in terms of the amount of knowledge assessed after training. Furthermore, visual sequence learning was modulated by selective attention. However, the findings of all three experiments suggest that selective attention did not alter implicit but rather explicit learning processes.     

Diagnosticity and prototypicality in category learning: a comparison of inference learning and classification learning

Category knowledge allows for both the determination of category membership and an understanding of what the members of a category are like. Diagnostic information is used to determine category membership; prototypical information reflects the most likely features given category membership. Two experiments examined 2 means of category learning, classification and inference learning, in terms of sensitivity to diagnostic and prototypical information. Classification learners were highly sensitive to diagnostic features but not sensitive to nondiagnostic, but prototypical, features. Inference learners were less sensitive to the diagnostic features than were classification learners and were also sensitive to the nondiagnostic, prototypical, features. Discussion focuses on aspects of the 2 learning tasks that might lead to this differential sensitivity and the implications for learning real-world categories.     

Effects of learning contexts on implicit and explicit learning

Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2–4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed.     

Animal learning and memory and their relation to human learning and memory

For some three decades now, the experimental study of learning and memory has been conducted as two entirely separate endeavors, one using humans as subjects and the other using animals. The separation is placed in historical context, and consideration is given to recent movements by those in the animal camp toward adopting some of the theorizing as well as some of the list memory procedures from those in the human camp. It is argued that exploring list memory in animals should do much to further our understanding of both animal cognition and its relation to human cognition. The trend toward more complex theorizing and more liberal use of hypothetical constructs, on the other hand, is regarded with concern. It is argued that hypothetical constructs have contributed little to an enduring understanding of human learning and memory, and that they are unlikely to be any more helpful with animals.     

Paired-associate learning, phoneme awareness, and learning to read

We report two studies examining the relations among three paired-associate learning (PAL) tasks (visual-visual, verbal-verbal, and visual-verbal), phoneme deletion, and single-word and nonword reading ability. Correlations between the PAL tasks and reading were strongest for the visual-verbal task. Path analyses showed that both phoneme deletion and visual-verbal PAL were unique predictors of a composite measure of single-word reading and of irregular word reading. However, for nonword reading, phoneme deletion was the only unique predictor (and visual-verbal PAL was not a significant predictor). These results are consistent with the view that learning visual (orthography) to phonological mappings is an important skill for developing word recognition skills in reading and that individual differences in this ability can be tapped experimentally by a PAL task.     

Applying multimedia learning theory to map learning and driving navigation

The effects of multimedia instructional materials on map learning and subsequent navigation were examined. Participants studied visual and/or verbal driving directions presented simultaneously, sequentially, or exclusively. Memory recall for the studied information was tested, and participants then attempted to navigate the studied routes as well as a novel route in a driving simulator. Dual modality materials with oral narrative directions and a visual map produced significantly superior performance for recall, navigational accuracy, and number of destinations reached than presentation in either modality alone. The presence of a map facilitated route recall but not subsequent ability to navigate routes in the simulator. Map-first dual modality sequential presentation enhanced wayfinding efficiency on the novel route compared to narration-first sequential presentation. Simultaneous presentation of dual modality materials allowed more destinations to be reached compared with sequential presentation. The results demonstrate that multimedia instructional materials can facilitate map learning and driving navigation, extending the applications of multimedia learning theory to this novel domain.     

Intentionality and word learning

Humans intuitively think about the actions of others in terms of mental states eliefs, desires, emotions and intentions. This 'theory of mind' plays a central role in how children learn the meanings of certain words. First, it underlies how they determine the reference of a novel word. When children hear a new object name (e.g. 'Look at the fendle'), they do not use spatio-temporal contiguity to determine what the word describes; instead they focus on cues to the referential intention of the speaker, such as direction of gaze. Second, an understanding of purpose and design is sometimes necessary to enable the child to understand the entities and actions that nouns and verbs refer to. This is particularly relevant for nouns that refer to collections of objects such as 'family' and 'game', and for verbs that refer to actions defined in terms of an actor's goals, such as 'give' and 'make'. Finally, intentional considerations partially underlie the generalization of names for artifact categories, such as 'chair' and 'clock', which can refer to entities of highly dissimilar appearance.     

Mood-congruent and mood-incongruent learning

We report two experiments that investigate the effect of an induced mood on the incidental learning of emotionally toned words. Subjects were put in a happy or sad mood by means of a suggestion technique and rated the emotional valence of a list of words. Later on, they were asked to recall the words in a neutral mood. For words with a strong emotional valence, mood-congruent learning was observed: strongly unpleasant words were recalled better by sad subjects and strongly pleasant words were recalled better by happy subjects. The reverse was true for slightly toned words: here, mood-incongruent learning was observed. Both effects are predicted by a two component processing model that specifies the effect of the mood on the cognitive processes during learning. Further evidence for the model is given by rating times measured in Experiment 2.     

Perceptual learning and reasons-responsiveness

Perceptual experiences are not immediately responsive to reasons. You see a stick submerged in a glass of water as bent no matter how much you know about light refraction. Due to this isolation from reasons, perception is traditionally considered outside the scope of epistemic evaluability as justified or unjustified. Is perception really as independent from reasons as visual illusions make it out to be? I argue no, drawing on psychological evidence from perceptual learning. The flexibility of perceptual learning is a way of responding to new epistemic reasons. The resulting perceptual experiences are epistemically evaluable as justified or unjustified.     

Arousal and paired-associate learning

Walker and Tarte (1963) postulate that at short retention intervals high arousal paired-associates are reproduced more poorly than low arousal items. Walker and colleagues believe that this hypothesis is confirmed by their paired-associate learning studies. However, results of these paired-associate learning studies are position confounded artifacts. Better recall of low arousal items at short-term retention is caused by the coincidence of the recency effect and low arousal at the end of the trial. When these position effects are controlled there is no action decrement for the high arousal paired-associates. To test this assumption, the Kleinsmith and Kaplan study (1963) was replicated and two other variations were conducted. In these three studies with 76 subjects, which were tested at two minutes or 1 week, the action decrement occurs only when the two position effects coincide.