Pellegrino J W, Doane S M, Fischer S C, Alderton D
Vanderbilt University, Nashville, Tennessee 37203.
J Exp Psychol Hum Percept Perform. 1991 Aug;17(3):781-91. doi: 10.1037//0096-1523.17.3.781.
This study examined visual comparison performance for 6-24-point random polygon stimuli (Cooper & Podgorny, 1976). Stimulus complexity effects decreased with practice, consistent with Bethell-Fox and Shepard (1988). A difficult discrimination context produced greater complexity effects than an easy discrimination context, consistent with Folk and Luce (1987). The difficult discrimination context also led to more stimulus-specific learning and diminished stimulus complexity effects. Increased stimulus learning resulted in continued skill acquisition, better transfer, and less performance disruption when the task context was equated for all Ss. It is argued that improvements in performance in a perceptual comparison task are not solely a function of the amount of practice provided in responding to particular stimuli. The context in which responses are elicited is equally important and must be accommodated in theories of skill acquisition.
本研究考察了6至24点随机多边形刺激下的视觉比较表现（库珀和波德戈尔尼，1976年）。刺激复杂性效应随练习而降低，这与贝塞尔 - 福克斯和谢泼德（1988年）的研究一致。与福克和卢斯（1987年）的研究一致，困难的辨别情境比容易的辨别情境产生更大的复杂性效应。困难的辨别情境还导致更多特定于刺激的学习，并减少了刺激复杂性效应。当所有被试的任务情境相同时，刺激学习的增加导致持续的技能习得、更好的迁移以及更少的表现干扰。有人认为，知觉比较任务中表现的提高不仅仅是对特定刺激做出反应时所提供练习量的函数。引发反应的情境同样重要，并且必须在技能习得理论中得到考虑。
