Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 4 |
| Since 2006 (last 10 years) | 9 |
| Since 1996 (last 20 years) | 12 |
Descriptor
| Classification | 8 |
| Cognitive Processes | 5 |
| Models | 5 |
| Learning Processes | 4 |
| Stimuli | 4 |
| Decision Making | 3 |
| Prediction | 3 |
| Rewards | 3 |
| Task Analysis | 3 |
| Evaluation Methods | 2 |
| More ▼ | |
Author
| Maddox, W. Todd | 12 |
| Filoteo, J. Vincent | 4 |
| Worthy, Darrell A. | 4 |
| Love, Bradley C. | 3 |
| Hejl, Kelli D. | 2 |
| Ing, A. David | 2 |
| Lauritzen, J. Scott | 2 |
| Markman, Arthur B. | 2 |
| Beevers, Christopher G. | 1 |
| Brez, Caitlin C. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 12 |
| Reports - Research | 8 |
| Reports - Evaluative | 3 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 1 |
Audience
Showing all 12 results
Maddox, W. Todd; Gorlick, Marissa A.; Worthy, Darrell A.; Beevers, Christopher G. – Cognition, 2012
Individuals with depressive symptoms typically show deficits in decision-making. However, most work has emphasized decision-making under gain-maximization conditions. A gain-maximization framework may undermine decision-making when depressive symptoms are present because depressives are generally more sensitive to losses than gains. The present…
Descriptors: Decision Making, Rewards, Depression (Psychology), Symptoms (Individual Disorders)
Davis, Tyler; Love, Bradley C.; Maddox, W. Todd – Cognition, 2009
Anticipatory emotions precede behavioral outcomes and provide a means to infer interactions between emotional and cognitive processes. A number of theories hold that anticipatory emotions serve as inputs to the decision process and code the value or risk associated with a stimulus. We argue that current data do not unequivocally support this…
Descriptors: Stimuli, Tests, Decision Making, Attention
Maddox, W. Todd; Love, Bradley C.; Glass, Brian D.; Filoteo, J. Vincent – Cognition, 2008
Rule-based and information-integration category learning were compared under minimal and full feedback conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal feedback subjects are told whether…
Descriptors: Feedback (Response), Learning Theories, Prediction, Classification
Worthy, Darrell A.; Markman, Arthur B.; Maddox, W. Todd – Brain and Cognition, 2013
We examined how feedback delay and stimulus offset timing affected declarative, rule-based and procedural, information-integration category-learning. We predicted that small feedback delays of several hundred milliseconds would lead to the best information-integration learning based on a highly regarded neurobiological model of learning in the…
Descriptors: Feedback (Response), Classification, Stimuli, Learning Processes
Worthy, Darrell A.; Brez, Caitlin C.; Markman, Arthur B.; Maddox, W. Todd – Journal of Cognition and Development, 2011
Cognitive psychologists have begun to address how motivational factors influence adults' performance on cognitive tasks. However, little research has examined how different motivational factors interact with one another to affect behavior across the life span. In the current study, the authors examined how children perform on a classification task…
Descriptors: Cognitive Psychology, Influences, Children, Adults
Worthy, Darrell A.; Otto, A. Ross; Maddox, W. Todd – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
We examined the role of working memory (WM) in dynamic decision making by having participants perform decision-making tasks under single-task or dual-task conditions. In 2 experiments participants performed dynamic decision-making tasks in which they chose 1 of 2 options on each trial. The decreasing option always gave a larger immediate reward…
Descriptors: Decision Making, Cognitive Processes, Rewards, Short Term Memory
Zeithamova, Dagmar; Maddox, W. Todd – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Exemplar sequencing effects in incidental and intentional unsupervised category learning were investigated to illuminate how people form categories without an external teacher. Stimuli were perfectly separable into 2 categories based on 1 of 2 dimensions of variation. Sequencing of the first 20 training stimuli was manipulated. In the blocked…
Descriptors: Stimuli, Classification, Intentional Learning, Incidental Learning
Maddox, W. Todd; Filoteo, J. Vincent; Lauritzen, J. Scott – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
A test of the predicted interaction between within-category discontinuity and verbal rule complexity on information-integration and rule-based category learning was conducted. Within-category discontinuity adversely affected information-integration category learning but not rule-based category learning. Model-based analyses suggested that some…
Descriptors: Classification, Predictor Variables, Interaction, Decision Making Skills
Jones, Matt; Love, Bradley C.; Maddox, W. Todd – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
Accounts of learning and generalization typically focus on factors related to lasting changes in representation (i.e., long-term memory). The authors present evidence that shorter term effects also play a critical role in determining performance and that these recency effects can be subdivided into perceptual and decisional components.…
Descriptors: Long Term Memory, Perception, Classification, Short Term Memory
Maddox, W. Todd; Ing, A. David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
W. T. Maddox, F. G. Ashby, and C. J. Bohil (2003) found that delayed feedback adversely affects information-integration but not rule-based category learning in support of a multiple-systems approach to category learning. However, differences in the number of stimulus dimensions relevant to solving the task and perceptual similarity failed to rule…
Descriptors: Feedback, Classification, Learning Processes
Maddox, W. Todd; Filoteo, J. Vincent; Lauritzen, J. Scott; Connally, Emily; Hejl, Kelli D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
Three experiments were conducted that provide a direct examination of within-category discontinuity manipulations on the implicit, procedural-based learning and the explicit, hypothesis-testing systems proposed in F. G. Ashby, L. A. Alfonso-Reese, A. U. Turken, and E. M. Waldron's (1998) competition between verbal and implicit systems model.…
Descriptors: Experimental Psychology, Cognitive Processes, Learning Processes, Hypothesis Testing
Maddox, W. Todd; Filoteo, J. Vincent; Hejl, Kelli D.; Ing, A. David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Category number effects on rule-based and information-integration category learning were investigated. Category number affected accuracy and the distribution of best-fitting models in the rule-based task but had no effect on accuracy and little effect on the distribution of best-fining models in the information-integration task. In the 2 category…
Descriptors: Classification, Psychological Studies, Models, Learning Strategies

Peer reviewed
Direct link
