Strategy Development and Feedback Processing During Complex Category Learning.
Strategy Development and Feedback Processing During Complex Category Learning.
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DOI：
10.3389/fpsyg.2021.672330
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发表时间：
2021
影响因子：
3.8
通讯作者：
Arbel Y
中科院分区：
文献类型：
--
作者：
Tilton-Bolowsky V;Vallila-Rohter S;Arbel Y
在本研究中，38名年轻人参与了一个基于观察和反馈的概率a /B原型类别学习任务。该研究比较了不同训练条件下的学习成功率（测试准确性）和策略使用（多线索、单特征、随机模式）。在概率范式下，测量反馈相关负性电位（FRN）和P3a事件相关电位，探讨反馈加工与策略使用之间的关系。与观察性训练相比，更多的参与者在基于反馈的训练后使用了最佳的多线索策略，这进一步表明反馈可以影响学习方法。训练阶段与训练策略之间存在显著的交互作用。具体来说，使用由单一特征决定类别隶属度的策略（单一特征策略）的参与者从训练早期到训练后期表现出FRN幅度的显著下降，这可能是由于减少了反馈的利用或减少了预测误差。效价、训练阶段和训练策略对P3a振幅没有显著的主效应或交互效应。研究结果与先前的研究一致，表明学习者的学习方法各不相同，训练方法影响学习。研究结果还表明，概率类别学习过程中反馈加工的测量可能反映了反馈利用的变化，并可能进一步阐明个体学习者之间的差异。
In this study, 38 young adults participated in a probabilistic A/B prototype category learning task under observational and feedback-based conditions. The study compared learning success (testing accuracy) and strategy use (multi-cue vs. single feature vs. random pattern) between training conditions. The feedback-related negativity (FRN) and P3a event related potentials were measured to explore the relationships between feedback processing and strategy use under a probabilistic paradigm. A greater number of participants were found to utilize an optimal, multi-cue strategy following feedback-based training than observational training, adding to the body of research suggesting that feedback can influence learning approach. There was a significant interaction between training phase and strategy on FRN amplitude. Specifically, participants who used a strategy in which category membership was determined by a single feature (single feature strategy) exhibited a significant decrease in FRN amplitude from early training to late training, perhaps due to reduced utilization of feedback or reduced prediction error. There were no significant main or interaction effects between valence, training phase, or strategy on P3a amplitude. Findings are consistent with prior research suggesting that learners vary in their approach to learning and that training method influences learning. Findings also suggest that measures of feedback processing during probabilistic category learning may reflect changes in feedback utilization and may further illuminate differences among individual learners.
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影响因子：
5.3
作者：
Ferdinand, Nicola K.;Mecklinger, Axel;Gehring, William J.
通讯作者：
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影响因子：
3.2
作者：
Arbel, Yael;Goforth, Kristen;Donchin, Emanuel
通讯作者：
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DOI：
10.1044/2021_jslhr-20-00499
发表时间：
2021-05-01
影响因子：
2.6
作者：
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通讯作者：
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影响因子：
3
作者：
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影响因子：
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作者：
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通讯作者：
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