Arbel Yael, Feeley Emily, He Xinyi
Department of Communication Sciences and Disorders, Massachusetts General Hospital (MGH) Institute of Health Professions, Boston, MA, United States.
Front Psychol. 2020 Nov 10;11:559334. doi: 10.3389/fpsyg.2020.559334. eCollection 2020.
It has been suggested that category learning involves changes in attention allocation based on the relevance of input to the classification. Using eye-gaze measures, Rehder and Hoffman studied changes in attention allocation during category learning in a 5-4 category structure paradigm with four features of varying diagnosticity levels. In this paradigm, participants are tasked with classifying creatures into two groups through trial and error guided by feedback. While learners' eye-gaze patterns have been studied as a function of feature diagnosticity levels throughout the learning process, they have not been evaluated in relation to performance and feedback. The present study borrowed and modified Rehder and Hoffman's category paradigm and evaluated eye-gaze behavior as a function of the diagnosticity level of features, and the valence (positive vs. negative) of the preceding feedback during learning. Our results support Rehder and Hoffman's observations that gaze on the low diagnosticity feature decreased from the beginning to the end of the task. When change in eye gaze behavior was evaluated in relation to feedback, change in was found to be greater following negative feedback. The results indicate that in a category task that includes performance feedback, learning strategies as indicated by changes in selective attention to features are affected to some degree by the valence of the feedback on a preceding trial.
有人认为类别学习涉及基于输入与分类的相关性而进行的注意力分配变化。Rehder和Hoffman使用眼动测量方法，在一个具有四个不同诊断性水平特征的5-4类别结构范式中研究了类别学习过程中注意力分配的变化。在这个范式中，参与者的任务是在反馈的引导下通过试错将生物分类为两组。虽然在整个学习过程中，学习者的眼动模式已被作为特征诊断性水平的函数进行研究，但尚未根据表现和反馈进行评估。本研究借鉴并修改了Rehder和Hoffman的类别范式，并将眼动行为评估为特征诊断性水平以及学习过程中先前反馈的效价（正与负）的函数。我们的结果支持Rehder和Hoffman的观察结果，即对低诊断性特征的注视从任务开始到结束有所减少。当根据反馈评估眼动行为的变化时，发现负面反馈后的变化更大。结果表明，在一个包含表现反馈的类别任务中，由对特征的选择性注意变化所表明的学习策略在某种程度上受到前一次试验中反馈效价的影响。
