Nallan G B, Brown M B, Edmonds C, Gillham V, Kowalewski K, Miller J S
Am J Psychol. 1981 Sep;94(3):417-29.
In two experiments, college students performed a feature-positive or a feature-negative discrimination task based on colors or symbols and were then transferred to a feature-positive or feature-negative discrimination based on the other stimulus dimension (symbols-colors, colors-symbols). Initial task results yielded a substantial feature-positive effect and indicated that the color task was easier than the symbol task. Transfer task results indicated that the feature-positive effect was maintained and showed that consistent transfer (positive-positive, negative-negative) led to superior performance on the transfer task. These results were obtained when the correct solution to the initial task was provided to the subject prior to transfer (Experiment 1) and when it was not (Experiment 2). These results systematically replicated the existence of the feature-positive effect in adult humans and showed that both feature-positive and feature-negative discrimination learning were facilitated by consistent examples of these problems.
在两项实验中，大学生基于颜色或符号执行了特征肯定或特征否定辨别任务，然后被转移到基于另一个刺激维度（符号 - 颜色、颜色 - 符号）的特征肯定或特征否定辨别任务。初始任务结果产生了显著的特征肯定效应，并表明颜色任务比符号任务更容易。转移任务结果表明特征肯定效应得以维持，并显示一致的转移（肯定 - 肯定、否定 - 否定）导致在转移任务上有更好的表现。当在转移前向受试者提供初始任务的正确解决方案时（实验1）以及未提供时（实验2），都获得了这些结果。这些结果系统地复制了成年人类中特征肯定效应的存在，并表明这些问题的一致示例促进了特征肯定和特征否定辨别学习。
