On the role of causal intervention in multiple-cue judgment: Positive and negative effects on learning.
- 1 January 2006
- journal article
- research article
- Published by American Psychological Association (APA) in Journal of Experimental Psychology: Learning, Memory, and Cognition
- Vol. 32 (1), 163-179
- https://doi.org/10.1037/0278-7393.32.1.163
Abstract
Previous studies have suggested better learning when people actively intervene rather than when they passively observe the stimuli in a judgment task. In 4 experiments, the authors investigated the hypothesis that this improvement is associated with a shift from exemplar memory to cue abstraction. In a multiple-cue judgment task with continuous cues, the data replicated the improvement with intervention and participants who experimented more actively produced more accurate judgments. In a multiple-cue judgment task with binary cues, intervention produced poorer accuracy and participants who experimented more actively produced poorer judgments. These results provide no support for a representational shift but suggest that the improvement with active intervention may be limited to certain tasks and environments.This publication has 33 references indexed in Scilit:
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