Acquired distinctiveness and equivalence in human discrimination learning: Evidence for an attentional process
Acquired distinctiveness and equivalence in human discrimination learning: Evidence for an attentional process
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DOI：
10.3758/bf03196351
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发表时间：
2005-02-01
影响因子：
3.5
通讯作者：
Mitchell, C
中科院分区：
文献类型：
--
作者：
Bonardi, C;Graham, S;Mitchell, C
在训练的第一阶段，参与者学会将四种视觉线索（两种不同的颜色和两种不同的形状）与语言标签联系起来。对于 S 组，一个标签应用于两种颜色，另一种标签应用于两种形状；对于 D 组，一个标签应用于一种颜色和一种形状，另一个标签应用于其他提示。当随后被要求学习一项任务，其中需要对一种颜色和一种形状做出给定的运动反应，并对另一种颜色和另一种形状做出不同的反应时，D组比S组更容易学习。该任务的设计使得在训练的第一阶段形成的关联不会产生向第二阶段的差异转移。然而，结果与这样的建议是一致的：在类似的线索之后产生不同结果的培训将参与一个学习过程，从而提高对区分这些线索的特征的关注。
In a first stage of training, participants learned to associate four visual cues (two different colors and two different shapes) with verbal labels. For Group S, one label was applied to both colors and another to both shapes; for Group D, one label was applied to one color and one shape, and the other label to the other cues. When subsequently required to learn a task in which a given motor response was required to one of the colors and one of the shapes, and a different response to the other color and the other shape, Group D learned more readily than Group S. The task was designed so that the associations formed during the first stage of training could not generate differential transfer to the second stage. The results are consistent, however, with the proposal that training in which similar cues are followed by different outcomes will engage a learning process that boosts the attention paid to features that distinguish these cues.