University of Iowa, 52242, Iowa City, Iowa.
Mem Cognit. 1976 Jan;4(1):43-7. doi: 10.3758/BF03213253.
The relative effect of each informational dimension in an information integration task is a joint function of its weight and the range of values over which it is varied. A method is developed for separating these two factors. Weights obtained by this method were compared across variations of stimulus range. Subjects rated the performance of students on the basis of midterm exam scores and final exam scores. For some subjects, the range of scores on the final exam was twice that on the midterm and the reverse was true for other subjects. An averaging model was shown to describe the results, and weights did not differ for different stimulus ranges. This was true for each of two instructional conditions: one in which a particular weighting strategy was prescribed and one in which there was no prescribed weighting. Students who were instructed to use a 2∶1 weighting were found to assign more than twice as much weight to the final as to the midterm.
在信息整合任务中，每个信息维度的相对效果是其权重和变化范围的联合函数。本文开发了一种分离这两个因素的方法。通过这种方法得到的权重在刺激范围的变化中进行了比较。根据期中考试成绩和期末考试成绩，受试者对学生的表现进行了评分。对于一些受试者，期末考试的分数范围是期中考试的两倍，而对于其他受试者则相反。平均模型被证明可以描述结果，并且权重在不同的刺激范围之间没有差异。这在两种教学条件下都是如此：一种是规定了特定的权重策略，另一种是没有规定权重策略。结果发现，那些被指示使用 2∶1 权重的学生给期末考试的权重是期中考试的两倍多。
