Delayed feedback effects on rule-based and information-integration category learning.

Full Abstract

The effect of immediate versus delayed feedback on rule-based and information-integration category learning was investigated. Accuracy rates were examined to isolate global performance deficits, and model-based analyses were performed to identify the types of response strategies used by observers. Feedback delay had no effect on the accuracy of responding or on the distribution of best fitting models in the rule-based category-learning task. However, delayed feedback led to less accurate responding in the information-integration category-learning task. Model-based analyses indicated that the decline in accuracy with delayed feedback was due to an increase in the use of rule-based strategies to solve the information-integration task. These results provide support for a multiple-systems approach to category learning and argue against the validity of single-system approaches.

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Author information

Author/s: Maddox, W Todd (WT); Ashby, F Gregory (FG); Bohil, Corey J (CJ);

Affiliation: Department of Psychology, University of Texas at Austin 78712, USA. maddox(-atsign-)psy.utexas.edu

Grants: R01 MH59196 (Agency:United States NIMH)

Journal and publication information

Publication Type: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.; Research Support, U.S. Gov't, P.H.S.

Journal: Journal of experimental psychology. Learning, memory, and cognition (J Exp Psychol Learn Mem Cogn), published in United States. (Language: eng)

Reference: 2003-Jul; vol 29 (issue 4) : pp 650-62

Dates: Created 2003/08/19; Completed 2003/09/30; Revised 2007/11/14;

PMID: 12924865, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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