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Literature DB >> 18455155

When more is less: feedback effects in perceptual category learning.

W Todd Maddox¹, Bradley C Love, Brian D Glass, J Vincent Filoteo.

Abstract

Rule-based and information-integration category learning were compared under minimal and full feedback conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal feedback subjects are told whether their response was correct or incorrect, but are not informed of the correct category assignment. With full feedback subjects are informed of the correctness of their response and are also informed of the correct category assignment. An examination of the distinct neural circuits that subserve rule-based and information-integration category learning leads to the counterintuitive prediction that full feedback should facilitate rule-based learning but should also hinder information-integration learning. This prediction was supported in the experiment reported below. The implications of these results for theories of learning are discussed.

Mesh：

Year: 2008 PMID： 18455155 PMCID： PMC2467509 DOI： 10.1016/j.cognition.2008.03.010

Source DB: PubMed Journal: Cognition ISSN： 0010-0277

29 in total

When more is less: feedback effects in perceptual category learning.

1. The effects of concurrent task interference on category learning: evidence for multiple category learning systems.

2. Dissociating explicit and implicit category knowledge with fMRI.

3. Delayed feedback effects on rule-based and information-integration category learning.

4. Disrupting feedback processing interferes with rule-based but not information-integration category learning.

5. Individual differences in category learning: sometimes less working memory capacity is better than more.

6. On the genesis of abstract ideas.

7. Mesencephalic dopaminergic unit activity in the behaviorally conditioned rat.

8. Human midbrain sensitivity to cognitive feedback and uncertainty during classification learning.

9. SUSTAIN: a network model of category learning.

Review 10. The role of dopamine in locomotor activity and learning.

1. When bad stress goes good: increased threat reactivity predicts improved category learning performance.

2. Tests of a Dual-systems Model of Speech Category Learning.

3. The Role of Corticostriatal Systems in Speech Category Learning.

4. Performance Pressure Enhances Speech Learning.

Review 5. Visual category learning: Navigating the intersection of rules and similarity.

Review 6. Towards a theory of individual differences in statistical learning.

7. The C957T polymorphism in the dopamine receptor D₂ gene modulates domain-general category learning.

8. The role of age and executive function in auditory category learning.

9. Comparing the effects of positive and negative feedback in information-integration category learning.

10. Category label and response location shifts in category learning.