The Learning of Natural Configural Strategies |
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| Affiliation: | 1. City, University of London, UK;2. University College London, London, UK;3. University of New South Wales, Sydney, Australia;4. Cardiff University, Cardiff, UK;1. Department of Bio-Engineering, Birla Institute of Technology, Mesra, Ranchi 835215, India;2. Metallurgy Engineering and Materials Science, Indian Institute of Technology Indore (IIT Indore), India;1. Center for Experimental Research in Management and Economics, DCP, University IUAV of Venice, Italy;2. Laboratory of Cognitive Psychology, CNRS and Aix-Marseille University, France;3. Center for Mind/Brain Sciences, University of Trento, Italy;1. University of Toronto, Toronto, Ontario M5S 3G3, Canada;2. University of Massachusetts Boston, Boston, MA 02125, USA;3. Harvard University, Cambridge, MA 02138, USA;1. Department of Physical Therapy, School of Health and Rehabilitation Sciences, MGH Institute of Health Professions, Charlestown, MA, 02129, United States;2. Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN, 37203, United States |
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| Abstract: | The learning of natural configural strategies, strategies that match people intuitive theories about configural relationship between variables, is studied in a two-cue probability learning paradigm. The main focus is the learning of disjunctive strategy, a strategy in which response depends primarily on the high cue, and conjunctive strategy, a strategy in which response depends primarily on the low cue. We find that people learn disjunctive strategy better when the target of the prediction is human than when it is non-human, and that they learn conjunctive strategy better when the target is non-human. In addition, in a meaningful context, conjunctive strategy is learned better in the short run, but after a prolonged feedback, disjunctive strategy is learned better. In an abstract context, disjunctive strategy is learned better both in the short run and in the long run. The processes that lead to these differences in the learning of conjunctive and disjunctive strategies are discussed. |
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