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Titolo:
REPRESENTATIONAL CONSEQUENCES OF 2 MODES OF LEARNING
Autore:
ROBERTS PL; MACLEOD C;
Indirizzi:
MURDOCH UNIV,DEPT PSYCHOL MURDOCH WA 6150 AUSTRALIA UNIV WESTERN AUSTRALIA NEDLANDS WA 6009 AUSTRALIA
Titolo Testata:
The Quarterly journal of experimental psychology. A, Human experimental psychology
fascicolo: 2, volume: 48, anno: 1995,
pagine: 296 - 319
SICI:
0272-4987(1995)48:2<296:RCO2MO>2.0.ZU;2-V
Fonte:
ISI
Lingua:
ENG
Soggetto:
COGNITIVE ARCHITECTURE; FRAGMENTARY KNOWLEDGE; PROCEDURAL KNOWLEDGE; INTERACTIVE TASKS; IMPLICIT; EXPLICIT; CONNECTIONISM; ABSTRACTION; ACQUISITION; JUDGMENT;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
36
Recensione:
Indirizzi per estratti:
Citazione:
P.L. Roberts e C. Macleod, "REPRESENTATIONAL CONSEQUENCES OF 2 MODES OF LEARNING", The Quarterly journal of experimental psychology. A, Human experimental psychology, 48(2), 1995, pp. 296-319

Abstract

Two experiments tested the hypothesis that a non-strategic mode of rule learning results in atomic representations. In each case subjects were taught concepts under two different conditions, designed to favoureither non-strategic or strategic learning. Following training, subjects demonstrated an equivalent ability to discriminate exemplars from non-exemplars of the concepts acquired under each of these two learning conditions. However, performance on a decompositional inference task, which required access to critical constituent elements within the rule representations, was disproportionately poor for a concept acquiredunder the training condition that favoured non-strategic learning. These findings lend support to the view that rule acquisition can be mediated by either of two modes of learning, and that the format of knowledge representations is not equivalent across these two learning modes.

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Documento generato il 20/09/20 alle ore 19:53:45