Szalai J P, Eagle M
Department of Research Design and Biostatistics, Sunnybrook Health Science Centre, University of Toronto, Ontario, Canada.
Psychol Rep. 1993 Jun;72(3 Pt 2):1195-201. doi: 10.2466/pr0.1993.72.3c.1195.
The study elucidated the role of deployment of attention in the appearance and magnitude of the overlearning reversal effect (ORE) with simultaneously occurring aggressive and neutral stimulus dimensions in a discrimination reversal-shift paradigm with 60 undergraduate college students. Confirming expectations, significantly larger overlearning reversal effect (ORE) was produced on the number of instrumental response errors and verbalized attentional errors with the less complex and less salient neutral, relevant-stimulus dimension. The findings that greater ORE, as reflected in attentional errors, was observed with the less salient but also less complex neutral stimulus dimension support the attentional explanations of the ORE phenomenon. These results contrast with those observed with traditional geometric stimulus material where greater complexity is associated with greater ORE.
该研究在一个辨别逆转转移范式中，对60名本科大学生同时呈现攻击性和中性刺激维度，阐明了注意力分配在超量学习逆转效应（ORE）的出现及程度方面所起的作用。正如预期的那样，在工具性反应错误和言语化注意力错误方面，超量学习逆转效应（ORE）在不太复杂且不太显著的中性相关刺激维度上表现得更为明显。研究结果表明，在不太显著但也不太复杂的中性刺激维度上观察到了更大的ORE（以注意力错误为指标），这支持了对ORE现象的注意力解释。这些结果与使用传统几何刺激材料时观察到的结果形成对比，在传统材料中，更高的复杂性与更大的ORE相关联。
