Uncertainty and predictiveness modulate attention in human predictive learning.
Uncertainty and predictiveness modulate attention in human predictive learning.
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不确定性和预测性调节人类预测学习中的注意力。
DOI：
10.1037/xge0000991
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发表时间：
2021-06
期刊：
影响因子：
--
通讯作者：
Sanderson DJ
中科院分区：
文献类型：
--
作者：
Chao CM;McGregor A;Sanderson DJ
注意力决定了哪些线索会被处理和学习。然而，学习会导致注意力偏差。在动物学习的研究中，在某些情况下，先前预测其后果的线索随后比非预测线索学习更多，这表明它们受到更多的关注。在其他情况下，先前导致不确定结果的线索比预测线索更多。在人类学习中，预测性有明确的作用，但不确定性的作用却不那么明确。在这里，在人类学习任务中，我们表明，线索，导致不确定的结果，随后了解更多的线索，以前预测他们的结果。当不确定的线索很少时，这种效应就会发生。当不确定线索的数量增加时，注意力转向预测线索。这种结果模式被发现的线索（1）是不确定的，因为他们导致两个不同的结果同样经常以不可预测的方式和（2）被用于非线性的歧视，并没有预测单独，但预测与其他线索的组合。这表明，这两个相反的预测性和不确定性的影响是由个别线索和结果之间的关系，而不是组合线索的预测强度。这些结果表明，学习影响注意力，然而，注意力的影响的确切性质取决于任务的复杂性，这反映了探索和利用线索之间的潜在切换。
Attention determines which cues receive processing and are learned about. Learning, however, leads to attentional biases. In the study of animal learning, in some circumstances, cues that have been previously predictive of their consequences are subsequently learned about more than are nonpredictive cues, suggesting that they receive more attention. In other circumstances, cues that have previously led to uncertain consequences are learned about more than are predictive cues. In human learning, there is a clear role for predictiveness, but a role for uncertainty has been less clear. Here, in a human learning task, we show that cues that led to uncertain outcomes were subsequently learned about more than were cues that were previously predictive of their outcomes. This effect occurred when there were few uncertain cues. When the number of uncertain cues was increased, attention switched to predictive cues. This pattern of results was found for cues (1) that were uncertain because they led to 2 different outcomes equally often in a nonpredictable manner and (2) that were used in a nonlinear discrimination and were not predictive individually but were predictive in combination with other cues. This suggests that both the opposing predictiveness and uncertainty effects were determined by the relationship between individual cues and outcomes rather than the predictive strength of combined cues. These results demonstrate that learning affects attention; however, the precise nature of the effect on attention depends on the level of task complexity, which reflects a potential switch between exploration and exploitation of cues.
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影响因子：
1.9
作者：
HOLLAND, PC;GALLAGHER, M
通讯作者：
GALLAGHER, M
影响因子：
8.2
作者：
Griffiths, Oren;Johnson, Ameika M.;Mitchell, Chris J.
通讯作者：
Mitchell, Chris J.
影响因子：
4
作者：
Haselgrove, Mark;Le Pelley, Mike E.;Killcross, Simon
通讯作者：
Killcross, Simon
DOI：
10.1037/a0018528
发表时间：
2010-10-01
期刊：
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-ANIMAL BEHAVIOR PROCESSES
影响因子：
--
作者：
Haselgrove, Mark;Esber, Guillem R.;Jones, Peter M.
通讯作者：
Jones, Peter M.
DOI：
10.1037/0097-7403.18.2.145
发表时间：
1992-04-01
期刊：
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-ANIMAL BEHAVIOR PROCESSES
影响因子：
--
作者：
ALVARADO, MC;RUDY, JW
通讯作者：
RUDY, JW