Raijmakers Maartje E J, Schmittmann Verena D, Visser Ingmar
Department of Psychology, University of Amsterdam, The Netherlands; Amsterdam Brain and Cognition (ABC), University of Amsterdam, The Netherlands.
Department of Methodology and Statistics, Tilburg School of Social and Behavioral Sciences, The Netherlands.
Cogn Psychol. 2014 Mar;69:1-24. doi: 10.1016/j.cogpsych.2013.12.002. Epub 2014 Jan 11.
Learning ill-defined categories (such as the structure of Medin & Schaffer, 1978) involves multiple learning systems and different corresponding category representations, which are difficult to detect. Application of latent Markov analysis allows detection and investigation of such multiple latent category representations in a statistically robust way, isolating low performers and quantifying shifts between latent strategies. We reanalyzed data from three experiments presented in Johansen and Palmeri (2002), which comprised prolonged training of ill-defined categories, with the aim of studying the changing interactions between underlying learning systems. Our results broadly confirm the original conclusion that, in most participants, learning involved a shift from a rule-based to an exemplar-based strategy. Separate analyses of latent strategies revealed that (a) shifts from a rule-based to an exemplar-based strategy resulted in an initial decrease of speed and an increase of accuracy; (b) exemplar-based strategies followed a power law of learning, indicating automatization once an exemplar-based strategy was used; (c) rule-based strategies changed from using pure rules to rules-plus-exceptions, which appeared as a dual processes as indicated by the accuracy and response-time profiles. Results suggest an additional pathway of learning ill-defined categories, namely involving a shift from a simple rule to a complex rule after which this complex rule is automatized as an exemplar-based strategy.
学习不明确的类别(如Medin和Schaffer 1978年提出的结构)涉及多个学习系统和不同的相应类别表征,这些很难被检测到。潜在马尔可夫分析的应用使得能够以一种统计上稳健的方式检测和研究这种多个潜在类别表征,分离出表现不佳者并量化潜在策略之间的转变。我们重新分析了Johansen和Palmeri(2002年)中呈现的三个实验的数据,这些实验包括对不明确类别的长期训练,目的是研究潜在学习系统之间不断变化的相互作用。我们的结果大致证实了最初的结论,即在大多数参与者中,学习涉及从基于规则的策略向基于范例的策略的转变。对潜在策略的单独分析表明:(a)从基于规则的策略向基于范例的策略的转变导致速度最初下降而准确性提高;(b)基于范例的策略遵循学习的幂律,表明一旦使用基于范例的策略就会实现自动化;(c)基于规则的策略从使用纯规则转变为使用规则加例外情况,这从准确性和反应时间概况来看表现为一种双重过程。结果表明了学习不明确类别的另一条途径,即从简单规则转变为复杂规则,之后这个复杂规则作为基于范例的策略被自动化。