ERIC Number: EJ1115981
Record Type: Journal
Publication Date: 2016-Oct
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-7393
EISSN: N/A
Qualitative Contrast between Knowledge-Limited Mixed-State and Variable-Resources Models of Visual Change Detection
Nosofsky, Robert M.; Donkin, Chris
Journal of Experimental Psychology: Learning, Memory, and Cognition, v42 n10 p1507-1525 Oct 2016
We report an experiment designed to provide a qualitative contrast between knowledge-limited versions of mixed-state and variable-resources (VR) models of visual change detection. The key data pattern is that observers often respond "same" on big-change trials, while simultaneously being able to discriminate between same and small-change trials. The mixed-state model provides a natural account of this data pattern: With some probability, the observer is in a zero-memory state and is forced to guess. Thus, even on big-change trials, there is a significant probability that the observer will respond "same." On other trials, the observer retains memory for the probed study item, and these memory-based responses allow the observer to show above-chance discrimination between same and small-change trials. By contrast, we show that important versions of the VR models that we refer to as "knowledge-limited" models are stymied by this simple pattern of results. In agreement with Keshvari, van den Berg, and Ma (2012, 2013), alternative "knowledge-rich" VR models that employ ideal-observer decision rules provide a significant improvement over the knowledge-limited VR models; however, extant versions of the knowledge-rich VR models still fall short quantitatively compared to the descriptive mixed-state model. We discuss implications of the knowledge-rich assumptions that are posited in current versions of the VR models that have been used to fit change-detection data.
Descriptors: Short Term Memory, Probability, Models, Prediction, Bayesian Statistics, Statistical Analysis, Qualitative Research, Comparative Analysis, Visual Perception, College Students, Change, Stimuli, Cognitive Processes
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: US Air Force (DOD), Office of Scientific Research (AFOSR)
Authoring Institution: N/A
Identifiers - Location: Indiana
Grant or Contract Numbers: FA95501410307