Individual differences in learning and transfer: stable tendencies for learning exemplars versus abstracting rules.
Individual differences in learning and transfer: stable tendencies for learning exemplars versus abstracting rules.
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DOI：
10.1037/a0032963
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发表时间：
2014-04
影响因子：
4.1
通讯作者：
Wiener, Chelsea
中科院分区：
文献类型：
--
作者：
McDaniel, Mark A.;Cahill, Michael J.;Robbins, Mathew;Wiener, Chelsea
关键词：
我们假设，在训练过程中，一些学习者可能专注于获取特定的样本和与该样本相关联的反应(称为样本学习者)，而另一些学习者则试图抽象出反映在与适当的反应相关联的特定样本中的潜在规则(称为规则学习者)。支持这一区别的是，在(关于功能学习任务的)培训之后，参与者要么展示了反映训练的线索-标准关联的获得的外推概况(样本学习者)，要么展示了函数规则的抽象(规则学习者；研究1a和1b)。此外，工作记忆容量(由OSPAN测量)与依赖规则而不是样本过程的倾向有关。研究1c和研究2考察了这些学习倾向在几个分类任务上的持久性。研究1c表明，规则学习者比样本学习者(通过外推轮廓先验地索引)更有可能在训练的类别的泛化(迁移)中抵制使用特殊特征(样本相似性)。研究2表明，在对抽象连贯范畴进行训练后，规则学习者而不是样本学习者在一项新的分类任务(迁移)上表现良好。这些模式表明，在复杂的概念任务中，(A)个体倾向于在学习过程中关注样本或提取概念的一些抽象，(B)这种倾向可能是个体相对稳定的特征，以及(C)迁移模式是由这种倾向决定的。
We hypothesize that during training some learners may focus on acquiring the particular exemplars and responses associated with the exemplars (termed exemplar learners), whereas other learners attempt to abstract underlying regularities reflected in the particular exemplars linked to an appropriate response (termed rule learners). Supporting this distinction, after training (on a function-learning task), participants either displayed an extrapolation profile reflecting acquisition of the trained cue-criterion associations (exemplar learners) or abstraction of the function rule (rule learners; Studies 1a and 1b). Further, working memory capacity (measured by Ospan) was associated with the tendency to rely on rule versus exemplar processes. Studies 1c and 2 examined the persistence of these learning tendencies on several categorization tasks. Study 1c showed that rule learners were more likely than exemplar learners (indexed a priori by extrapolation profiles) to resist using idiosyncratic features (exemplar similarity) in generalization (transfer) of the trained category. Study 2 showed that the rule learners but not the exemplar learners performed well on a novel categorization task (transfer) after training on an abstract coherent category. These patterns suggest that in complex conceptual tasks, (a) individuals tend to either focus on exemplars during learning or on extracting some abstraction of the concept, (b) this tendency might be a relatively stable characteristic of the individual, and (c) transfer patterns are determined by that tendency.
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影响因子：
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影响因子：
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