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ERIC Number: EJ878532
Record Type: Journal
Publication Date: 2010-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0278-7393
Strategy Selection and Use during Classification Skill Acquisition
Bourne, Lyle E., Jr.; Raymond, William D.; Healy, Alice F.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v36 n2 p500-514 Mar 2010
Two experiments examined 3 variables affecting accuracy, response time, and reports of strategy use in a binary classification skill task. In Experiment 1, higher rule cue salience, allowing faster rule application, produced higher aggregate rule use than lower rule cue salience. After participants were pretrained on the relevant classification rule, rule reports were high but generally declined across training trials; after participants were pretrained on an irrelevant rule, reports of the relevant rule increased across training trials. In Experiment 2, no rule pretraining produced a pattern of results like that obtained with irrelevant rule pretraining in Experiment 1. Presenting novel stimuli during training in Experiment 2 elevated aggregate rule reports relative to conditions where they were absent. Two participant subgroups were identified: those persisting in rule reports and those transitioning from rule to memory reports during training. The proportion of persistent rule users was higher after rule discovery than after relevant rule pretraining. Overall, the results indicate that differences among prior experiments can be reconciled. Further, they raise questions about the inevitability of memory-based automaticity in binary classification, favoring instead strategy choice based on the costs and benefits of a particular strategy and of a shift from one strategy to another. (Contains 9 figures and 4 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A